Carry out an assigned classroom job
When to use this goal
For students who are assigned a classroom job on a rotation but need an adult to start them and guide each part. Pick a job the student can physically do and that happens at a predictable time; present levels decide the job and the step list.
- Baseline
- Observe the routine on at least 3 typical days before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Baseline on the same job across several days before rotating; a new job restarts learning even if the routine is similar.
- Tips
- Classroom jobs are early work experiences: write the job card in the same format as a later school job card. Keep the student on one job for at least two weeks before rotating, and note the job name on each data sheet.
- Limits
- Job quality (every plant watered the right amount) is not captured by step counts; add a simple quality check if it matters. Jobs that depend on other students, such as passing papers, can be interrupted by peers.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-rt-011.
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Goal
By the annual IEP review date, when assigned a classroom job on the weekly job chart, such as plant waterer, paper passer, or calendar helper, the student will complete the assigned classroom job, performing at least 5 of 6 steps independently, on 4 of 5 consecutive job days, as measured by a task-analysis checklist collected daily during the job rotation.
Baseline: 1 of 6 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 Functional Routines.
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 - Functional Routines
- Baseline
- 1 of 6 steps independently.
- Annual goal358 characters
- By the annual IEP review date, when assigned a classroom job on the weekly job chart, such as plant waterer, paper passer, or calendar helper, the student will complete the assigned classroom job, performing at least 5 of 6 steps independently, on 4 of 5 consecutive job days, as measured by a task-analysis checklist collected daily during the job rotation.
- Timeframe
- By the annual IEP review date
- Condition
- When assigned a classroom job on the weekly job chart, such as plant waterer, paper passer, or calendar helper
- Behavior
- The student will complete the assigned classroom job
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive job days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily during the job rotation
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 5 of 6 steps independently
- Mastery rule:
- on 4 of 5 consecutive job days
- Collection schedule:
- daily during the job rotation
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when assigned a classroom job on the weekly job chart, such as plant waterer, paper passer, or calendar helper, the student will complete the assigned classroom job, performing at least 5 of 6 steps independently, on 4 of 5 consecutive job days, as measured by a task-analysis checklist collected daily during the job rotation.
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. Checks the job chart to confirm the job | ||||||||
| 2. Goes to the job station at the scheduled time | ||||||||
| 3. Gets the supplies for the job | ||||||||
| 4. Carries out the job across the whole classroom or list (every plant, every desk) | ||||||||
| 5. Returns the supplies to the station | ||||||||
| 6. Tells the teacher the job is finished | ||||||||
| 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: 5 of 6).
- 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.