Run a stick vacuum under classroom tables
When to use this goal
For students who can push a light vacuum but miss areas, leave chairs in the way, or forget to empty and charge it. Fits once the student can lift and set chairs down safely. Present levels and observation of the chore in a real setting, not grade or age, decide whether this template fits.
- Baseline
- Observe the chore on at least 3 days before setting a target, with the same tools and the same space the student will use. Mark each step as independent, done with a named prompt (gesture, picture, verbal, physical), or not done, and count only independent steps. Note any noise sensitivity; some students do better with ear protection or a quieter model.
- Tips
- Picking up large items first protects the vacuum and is a step students often skip. A room map with the student's area shaded keeps the job a fixed size. Offer ear defenders if the noise bothers the student.
- Limits
- Measures the routine, not how clean the carpet ends up. A full-size upright vacuum at home adds steps; adjust the list.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-hh-004.
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Goal
By the annual IEP review date, at the end of the day as their assigned classroom job, the student will push in or stack the chairs, vacuum under each table in rows, empty the bin, and put the vacuum on its charger, performing at least 6 of 7 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at the end of the day.
Baseline: 3 of 7 steps independently.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Household Skills & Chores.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Functional & Independence Skills - Household Skills & Chores
- Baseline
- 3 of 7 steps independently.
- Annual goal377 characters
- By the annual IEP review date, at the end of the day as their assigned classroom job, the student will push in or stack the chairs, vacuum under each table in rows, empty the bin, and put the vacuum on its charger, performing at least 6 of 7 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at the end of the day.
- Timeframe
- By the annual IEP review date
- Condition
- At the end of the day as their assigned classroom job
- Behavior
- The student will push in or stack the chairs, vacuum under each table in rows, empty the bin, and put the vacuum on its charger
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at the end of the day
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 6 of 7 steps independently
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily at the end of the day
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the end of the day as their assigned classroom job, the student will push in or stack the chairs, vacuum under each table in rows, empty the bin, and put the vacuum on its charger, performing at least 6 of 7 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at the end of the day.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Pushes in or stacks the chairs in the area | ||||||||
| 2. Picks up large items such as pencils and paper from the floor | ||||||||
| 3. Turns on the stick vacuum | ||||||||
| 4. Vacuums under each table in rows | ||||||||
| 5. Vacuums the open floor in the area | ||||||||
| 6. Empties the dust bin into the trash | ||||||||
| 7. Puts the vacuum on its charger | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.