Clock in and out for each shift
When to use this goal
For students in a work program that uses a time clock, badge, or paper time sheet and who skip the step or record the wrong time. Present levels in reading a clock and writing numbers decide the format.
- Baseline
- Observe the routine on at least 3 shifts before setting a target. Mark each step as independent (no supervisor 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. The clock-out step is missed far more often than clock-in; check the sheet after the student leaves rather than only at the start.
- Tips
- Time sheets build the habit used at paid jobs and let students compute hours later (a math-area skill). Keep the clock-in station by the door the student uses. A badge system removes the clock-reading step; add it back as a time-sheet check if the goal is reading time.
- Limits
- A student who forgets to clock out cannot fix it later; record the miss and move on. Does not measure arriving on time (fn-tr-005).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-002.
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Goal
By the annual IEP review date, at the start and end of each shift, using a paper time sheet and the wall clock, the student will complete the clock-in and clock-out routine for the shift, performing at least 5 of 6 steps independently, on 4 of 5 consecutive shifts, as measured by a task-analysis checklist collected at each shift.
Baseline: 2 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 Vocational & Work Readiness.
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
- Transition & Postsecondary Skills - Vocational & Work Readiness
- Baseline
- 2 of 6 steps independently.
- Annual goal331 characters
- By the annual IEP review date, at the start and end of each shift, using a paper time sheet and the wall clock, the student will complete the clock-in and clock-out routine for the shift, performing at least 5 of 6 steps independently, on 4 of 5 consecutive shifts, as measured by a task-analysis checklist collected at each shift.
- Timeframe
- By the annual IEP review date
- Condition
- At the start and end of each shift, using a paper time sheet and the wall clock
- Behavior
- The student will complete the clock-in and clock-out routine for the shift
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive shifts
- Evaluation method
- A task-analysis checklist
- Schedule
- At each shift
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 shifts
- Collection schedule:
- at each shift
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the start and end of each shift, using a paper time sheet and the wall clock, the student will complete the clock-in and clock-out routine for the shift, performing at least 5 of 6 steps independently, on 4 of 5 consecutive shifts, as measured by a task-analysis checklist collected at each shift.
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 time clock or sheet before starting work | ||||||||
| 2. Reads the clock and records the start time, or taps the badge | ||||||||
| 3. Writes own name or confirms the name on the screen | ||||||||
| 4. Returns to the clock at the end of the shift before leaving | ||||||||
| 5. Records the end time or taps out | ||||||||
| 6. Checks that both times are recorded and readable | ||||||||
| 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.