Complete a multi-task shift using a task list
When to use this goal
For students who can do each job task alone but need a supervisor to send them from one task to the next. Present levels in using a checklist and the number of tasks the student has mastered decide the list length.
- 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. Confirm each task is mastered alone before baseline, so the data reflect moving between tasks rather than task difficulty.
- Tips
- The list is the supervisor's substitute; fade supervisor checks before shortening the list. Rotate task order so the student reads the list. This builds on fn-rt-015 (work-station routine) in a job setting.
- Limits
- Does not measure quality of each task. Lists that change daily are the realistic condition but make early data noisy.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-016.
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Goal
By the annual IEP review date, during a work shift with a task list of 4 mastered tasks in order, the student will complete the tasks on the list in order and check each one off, performing at least 6 of 7 steps independently, on 4 of 5 consecutive shifts, as measured by a task-analysis checklist collected at each shift.
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 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 7 steps independently.
- Annual goal322 characters
- By the annual IEP review date, during a work shift with a task list of 4 mastered tasks in order, the student will complete the tasks on the list in order and check each one off, performing at least 6 of 7 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
- During a work shift with a task list of 4 mastered tasks in order
- Behavior
- The student will complete the tasks on the list in order and check each one off
- Criteria
- Performing at least 6 of 7 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 6 of 7 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, during a work shift with a task list of 4 mastered tasks in order, the student will complete the tasks on the list in order and check each one off, performing at least 6 of 7 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. Reads the task list at the start of the shift | ||||||||
| 2. Gathers the materials for the first task | ||||||||
| 3. Completes the first task and checks it off | ||||||||
| 4. Moves to the next task without being told | ||||||||
| 5. Completes the remaining tasks in order, checking each off | ||||||||
| 6. Returns materials and cleans the work area | ||||||||
| 7. Shows the completed list to the supervisor at check-out | ||||||||
| 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.