Operate job equipment following its routine
When to use this goal
For students whose job uses a machine (commercial dishwasher, copier, label printer, barcode scanner, floor machine) and who need step-by-step direction each time. Present levels in following picture steps and the site's safety training decide which machine and 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. Rewrite the steps for the specific machine before baseline; the generic list above is a starting point only.
- Tips
- Site safety training comes first and is not part of the goal. Photograph the actual machine for the guide. Machines differ across sites; expect to re-teach on new equipment and note it.
- Limits
- Equipment errors (jams, error codes) need a separate response script; the first version is to stop and report (fn-voc-017). Some machines are off limits by age or site policy.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-018.
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Goal
By the annual IEP review date, given a job task that requires the site's copier, scanner, or label printer, with the machine's picture guide posted, the student will operate the equipment following the posted routine, performing at least 6 of 7 steps independently, on 4 of 5 consecutive uses, as measured by a task-analysis checklist collected at each use (at least twice weekly).
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 goal381 characters
- By the annual IEP review date, given a job task that requires the site's copier, scanner, or label printer, with the machine's picture guide posted, the student will operate the equipment following the posted routine, performing at least 6 of 7 steps independently, on 4 of 5 consecutive uses, as measured by a task-analysis checklist collected at each use (at least twice weekly).
- Timeframe
- By the annual IEP review date
- Condition
- Given a job task that requires the site's copier, scanner, or label printer, with the machine's picture guide posted
- Behavior
- The student will operate the equipment following the posted routine
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive uses
- Evaluation method
- A task-analysis checklist
- Schedule
- At each use (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 6 of 7 steps independently
- Mastery rule:
- on 4 of 5 consecutive uses
- Collection schedule:
- at each use (at least twice weekly)
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a job task that requires the site's copier, scanner, or label printer, with the machine's picture guide posted, the student will operate the equipment following the posted routine, performing at least 6 of 7 steps independently, on 4 of 5 consecutive uses, as measured by a task-analysis checklist collected at each use (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. Checks that the machine is ready (power on, supplies loaded, door closed) | ||||||||
| 2. Loads the items or materials correctly | ||||||||
| 3. Selects the setting shown on the guide | ||||||||
| 4. Starts the machine | ||||||||
| 5. Waits for the cycle or job to finish without opening or interrupting it | ||||||||
| 6. Unloads and checks the output | ||||||||
| 7. Clears or resets the machine for the next user | ||||||||
| 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.