Arrive in the required uniform and gear
When to use this goal
For students whose site requires a uniform, apron, closed shoes, hair tie, or gloves and who arrive without them or put them on only when reminded. Base the choice on present levels in dressing and the family's support with the uniform.
- 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. Separate items the student must bring from home (shoes) from items kept at the site (apron); misses on the first kind involve the family.
- Tips
- Keep site gear at the site so the routine does not depend on the home. Share the clothing list with the family. Grooming beyond the uniform is covered by fn-dl-014.
- Limits
- Dress codes differ by site, so the checklist changes with the job. Does not measure keeping the uniform clean, which may matter at food-service sites.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-014.
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Goal
By the annual IEP review date, at the start of each shift at a school-based job with a posted uniform list (apron, name badge, closed shoes, hair tied back), the student will complete the uniform and gear check before starting work, 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 goal376 characters
- By the annual IEP review date, at the start of each shift at a school-based job with a posted uniform list (apron, name badge, closed shoes, hair tied back), the student will complete the uniform and gear check before starting work, 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 of each shift at a school-based job with a posted uniform list (apron, name badge, closed shoes, hair tied back)
- Behavior
- The student will complete the uniform and gear check before starting work
- 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 of each shift at a school-based job with a posted uniform list (apron, name badge, closed shoes, hair tied back), the student will complete the uniform and gear check before starting work, 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. Arrives wearing the required clothing and closed shoes | ||||||||
| 2. Ties back hair or puts on the hair covering | ||||||||
| 3. Puts on the apron, vest, or uniform shirt | ||||||||
| 4. Puts on the name badge | ||||||||
| 5. Puts on gloves or other gear at the station if required | ||||||||
| 6. Checks appearance in the mirror or against the checklist before clocking in | ||||||||
| 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.