Complete a work-station rotation using a finished bin
When to use this goal
For students in a structured classroom who do the tasks at a station once set up but need an adult to get them started, show them where finished work goes, and send them to the next station. The tasks themselves must already be mastered; present levels and observation of the station system decide fit.
- 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. Confirm the student can do each task with no errors before baseline; otherwise the data mix task difficulty with the routine.
- Tips
- Stand or sit behind the student so prompts, when given, are not tied to adult attention. Rotate the tasks in the bins weekly while keeping the routine the same; the routine is what is being measured.
- Limits
- Does not measure accuracy on the tasks. Students who need the adult nearby for safety may show a ceiling on the independence rating even when the routine is learned.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-rt-015.
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Goal
By the annual IEP review date, during a scheduled independent work-station rotation with three mastered tasks in labeled bins, the student will complete the work-station routine from arriving at the station to moving to the next activity, performing at least 6 of 7 steps independently, on 4 of 5 consecutive work sessions, as measured by a task-analysis checklist collected daily during the work rotation.
Baseline: 2 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 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
- 2 of 7 steps independently.
- Annual goal406 characters
- By the annual IEP review date, during a scheduled independent work-station rotation with three mastered tasks in labeled bins, the student will complete the work-station routine from arriving at the station to moving to the next activity, performing at least 6 of 7 steps independently, on 4 of 5 consecutive work sessions, as measured by a task-analysis checklist collected daily during the work rotation.
- Timeframe
- By the annual IEP review date
- Condition
- During a scheduled independent work-station rotation with three mastered tasks in labeled bins
- Behavior
- The student will complete the work-station routine from arriving at the station to moving to the next activity
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive work sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily during the work 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 6 of 7 steps independently
- Mastery rule:
- on 4 of 5 consecutive work sessions
- Collection schedule:
- daily during the work rotation
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a scheduled independent work-station rotation with three mastered tasks in labeled bins, the student will complete the work-station routine from arriving at the station to moving to the next activity, performing at least 6 of 7 steps independently, on 4 of 5 consecutive work sessions, as measured by a task-analysis checklist collected daily during the work 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. Goes to the station when the schedule shows work time | ||||||||
| 2. Takes the first task bin from the to-do shelf | ||||||||
| 3. Completes the task at the work surface | ||||||||
| 4. Puts the finished task in the finished bin | ||||||||
| 5. Takes the next bin in order until the to-do shelf is empty | ||||||||
| 6. Checks the schedule for the next activity | ||||||||
| 7. Moves to the next activity | ||||||||
| 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.