Clean a work area following a checklist
When to use this goal
For students with custodial, food-service, or classroom cleaning jobs who do part of the job and stop, or who skip steps unless prompted. Present levels in using a checklist and in handling cleaning tools decide the number of steps.
- 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. Also do a quick quality check (wiped surfaces, floor clear) because a checked box does not always mean the step was done well.
- Tips
- Use the actual checklist from the job site when there is one. Teach the signing step; employers want a signed checklist. Products must be school-approved, and gloves are part of the routine where the site requires them.
- Limits
- Step completion and quality are different; add a quality rubric for students who rush. Cleaning jobs vary across sites; the checklist transfers, the specific steps may not.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-006.
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Goal
By the annual IEP review date, at the end of a cooking lesson, given the kitchen cleaning checklist and supplies, the student will complete the cleaning checklist for the work area, performing at least 7 of 8 steps independently, on 4 of 5 consecutive cleaning sessions, as measured by a task-analysis checklist collected at each session (at least twice weekly).
Baseline: 3 of 8 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
- 3 of 8 steps independently.
- Annual goal362 characters
- By the annual IEP review date, at the end of a cooking lesson, given the kitchen cleaning checklist and supplies, the student will complete the cleaning checklist for the work area, performing at least 7 of 8 steps independently, on 4 of 5 consecutive cleaning sessions, as measured by a task-analysis checklist collected at each session (at least twice weekly).
- Timeframe
- By the annual IEP review date
- Condition
- At the end of a cooking lesson, given the kitchen cleaning checklist and supplies
- Behavior
- The student will complete the cleaning checklist for the work area
- Criteria
- Performing at least 7 of 8 steps independently, on 4 of 5 consecutive cleaning sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- At each session (at least twice weekly)
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 7 of 8 steps independently
- Mastery rule:
- on 4 of 5 consecutive cleaning sessions
- Collection schedule:
- at each session (at least twice weekly)
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the end of a cooking lesson, given the kitchen cleaning checklist and supplies, the student will complete the cleaning checklist for the work area, performing at least 7 of 8 steps independently, on 4 of 5 consecutive cleaning sessions, as measured by a task-analysis checklist collected at each session (at least twice 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. Gets the checklist and the supplies listed on it | ||||||||
| 2. Clears and wipes the counters or tables | ||||||||
| 3. Washes, dries, and puts away tools or dishes | ||||||||
| 4. Sweeps the floor | ||||||||
| 5. Empties the trash and replaces the liner | ||||||||
| 6. Returns the supplies to storage | ||||||||
| 7. Checks off each item and signs the checklist | ||||||||
| 8. Reports to the supervisor that the area is done | ||||||||
| 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 8).
- 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.