Mop a small floor area with a spin mop
When to use this goal
For teens learning to clean a kitchen or bathroom floor at home or at a school job. Fits once the student sweeps the floor without help, since mopping comes after sweeping. 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. Use water or a mild cleaner the team has approved, in a labeled bottle; choosing and handling stronger products is a separate safety goal.
- Tips
- Mopping toward the door means the student does not walk on the wet floor or get trapped. A spin mop is easier on hands than a wringer. Practice in a small space first, then the whole room.
- Limits
- Does not measure choosing cleaning products. Students with balance needs may need a lighter mop or a seated method chosen with the PT.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-hh-005.
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Goal
By the annual IEP review date, when the kitchen or bathroom floor in the life-skills room needs mopping, the student will fill the bucket to the line, wring the mop in the spinner, mop from the far corner toward the door, and set out the wet floor sign, performing at least 7 of 8 steps independently, on 3 of 4 observed mopping sessions, as measured by a task-analysis checklist collected weekly.
Baseline: 3 of 8 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 8 steps independently.
- Annual goal397 characters
- By the annual IEP review date, when the kitchen or bathroom floor in the life-skills room needs mopping, the student will fill the bucket to the line, wring the mop in the spinner, mop from the far corner toward the door, and set out the wet floor sign, performing at least 7 of 8 steps independently, on 3 of 4 observed mopping sessions, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When the kitchen or bathroom floor in the life-skills room needs mopping
- Behavior
- The student will fill the bucket to the line, wring the mop in the spinner, mop from the far corner toward the door, and set out the wet floor sign
- Criteria
- Performing at least 7 of 8 steps independently, on 3 of 4 observed mopping sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
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 7 of 8 steps independently
- Mastery rule:
- on 3 of 4 observed mopping sessions
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the kitchen or bathroom floor in the life-skills room needs mopping, the student will fill the bucket to the line, wring the mop in the spinner, mop from the far corner toward the door, and set out the wet floor sign, performing at least 7 of 8 steps independently, on 3 of 4 observed mopping sessions, as measured by a task-analysis checklist collected weekly.
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. Sweeps the floor first | ||||||||
| 2. Fills the bucket with water to the marked line and adds the measured cleaner | ||||||||
| 3. Places the wet floor sign at the door | ||||||||
| 4. Dips and wrings the mop in the spinner | ||||||||
| 5. Mops from the far corner toward the door | ||||||||
| 6. Rinses and wrings the mop when it looks dirty | ||||||||
| 7. Dumps the dirty water in the utility sink | ||||||||
| 8. Rinses the bucket and hangs the mop to dry | ||||||||
| 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: 7 of 8).
- 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.