Complete each step of a school job from check-in to check-out
Live goal preview
By the annual IEP review date, during a scheduled school job sorting and delivering staff mail, the student will complete the school job routine from check-in to check-out using a written job checklist, performing at least 7 of 9 steps independently, on 3 consecutive job shifts, as measured by a task-analysis checklist collected at each scheduled shift (at least weekly).
Baseline: 3 of 9 steps independently.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Task-analysis steps is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Task-analysis checklist can produce task-analysis steps data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Transition-Related Skills.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- Fits students who have a school-based job and need a consistent routine to complete it without step-by-step adult direction. Present levels and observation of the actual job, not grade, decide fit.
- Baseline considerations
- 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.
- Usage notes
- Rewrite the steps for the student's actual job. Recording start and end times builds time-sheet skills used in later work settings. Pair with the workplace behavior rubric if social and work behaviors are also a focus.
- Known limitations
- School jobs are a starting point; skills may not carry over to community jobs without practice there. The checklist does not capture work quality, such as delivery accuracy; add a measure if that matters.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
fn-tr-006.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Task-analysis checklist. Your goal counts steps done independently, so the sheet marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 7 of 9 steps independently
- Mastery rule:
- on 3 consecutive job shifts
- Collection schedule:
- at each scheduled shift (at least weekly)
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a scheduled school job sorting and delivering staff mail, the student will complete the school job routine from check-in to check-out using a written job checklist, performing at least 7 of 9 steps independently, on 3 consecutive job shifts, as measured by a task-analysis checklist collected at each scheduled shift (at least 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. Records the start time on the time sheet | ||||||||
| 2. Gets the job supplies (cart, bins, or mail tray) | ||||||||
| 3. Sorts items by room number or name using the sorting guide | ||||||||
| 4. Checks sorted items against the delivery list | ||||||||
| 5. Delivers items to each location on the route | ||||||||
| 6. Knocks or waits, then greets the staff member when entering an occupied room | ||||||||
| 7. Returns the cart and supplies to the storage area | ||||||||
| 8. Records the end time on the time sheet | ||||||||
| 9. Checks out with the supervisor and reports any problems | ||||||||
| 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 9).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.