Empty wastebaskets and replace the liners
When to use this goal
For students with a trash route as a school job or a home chore who forget a can, leave bags untied, or forget to put in a new liner. Fits once the student can lift a light trash bag. 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 rooms skipped on the route, since memory for the route may be the problem rather than the steps.
- Tips
- A route card with a photo of each room keeps the job a fixed size. Gloves are a fair choice. A real job builds pride; thank the student by name in front of the staff they serve.
- Limits
- Does not cover sorting recycling. Heavy bags or bins with sharp items stay adult jobs.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-hh-013.
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Goal
By the annual IEP review date, during their scheduled trash route in a hallway of classrooms, the student will pull out each bag, tie it closed, put in a new liner, and carry the bags to the main bin, performing at least 6 of 7 steps independently, on 4 of 5 consecutive route days, as measured by a task-analysis checklist collected at each trash route.
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 goal354 characters
- By the annual IEP review date, during their scheduled trash route in a hallway of classrooms, the student will pull out each bag, tie it closed, put in a new liner, and carry the bags to the main bin, performing at least 6 of 7 steps independently, on 4 of 5 consecutive route days, as measured by a task-analysis checklist collected at each trash route.
- Timeframe
- By the annual IEP review date
- Condition
- During their scheduled trash route in a hallway of classrooms
- Behavior
- The student will pull out each bag, tie it closed, put in a new liner, and carry the bags to the main bin
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive route days
- Evaluation method
- A task-analysis checklist
- Schedule
- At each trash route
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 route days
- Collection schedule:
- at each trash route
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during their scheduled trash route in a hallway of classrooms, the student will pull out each bag, tie it closed, put in a new liner, and carry the bags to the main bin, performing at least 6 of 7 steps independently, on 4 of 5 consecutive route days, as measured by a task-analysis checklist collected at each trash route.
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. Takes the liner roll and the cart or large bag | ||||||||
| 2. Lifts the full bag out of the can | ||||||||
| 3. Ties the bag closed | ||||||||
| 4. Puts the bag in the cart or large bag | ||||||||
| 5. Opens a new liner and fits it over the rim | ||||||||
| 6. Repeats at each room on the route card | ||||||||
| 7. Takes the bags to the main bin and returns the cart | ||||||||
| 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.