Clear and sanitize tables between customers
When to use this goal
For students in a food service placement (a school cafe, cafeteria or community restaurant) who wipe tables but skip sanitizing, miss chairs or leave dishes. Present levels in following routines decide whether a picture or written checklist is used.
- 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.
- Tips
- Use the site's own routine and sanitizer rules; the supervisor is the standard. The job coach records data from a distance during busy periods and moves farther away as steps become independent.
- Limits
- Busy times change the pace; score a mix of busy and quiet turnovers. Does not measure speed; add a duration goal if the site needs faster turnovers.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-023.
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Goal
By the annual IEP review date, during a lunch shift at the school cafe, after each group of customers leaves a table, the student will clear, wipe and sanitize each table and reset it for the next customers, performing at least 7 of 8 steps independently, on 3 consecutive shifts, as measured by a task-analysis checklist collected at each shift, scoring three table turnovers.
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 goal377 characters
- By the annual IEP review date, during a lunch shift at the school cafe, after each group of customers leaves a table, the student will clear, wipe and sanitize each table and reset it for the next customers, performing at least 7 of 8 steps independently, on 3 consecutive shifts, as measured by a task-analysis checklist collected at each shift, scoring three table turnovers.
- Timeframe
- By the annual IEP review date
- Condition
- During a lunch shift at the school cafe, after each group of customers leaves a table
- Behavior
- The student will clear, wipe and sanitize each table and reset it for the next customers
- Criteria
- Performing at least 7 of 8 steps independently, on 3 consecutive shifts
- Evaluation method
- A task-analysis checklist
- Schedule
- At each shift, scoring three table turnovers
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 3 consecutive shifts
- Collection schedule:
- at each shift, scoring three table turnovers
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a lunch shift at the school cafe, after each group of customers leaves a table, the student will clear, wipe and sanitize each table and reset it for the next customers, performing at least 7 of 8 steps independently, on 3 consecutive shifts, as measured by a task-analysis checklist collected at each shift, scoring three table turnovers.
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. Clears dishes and trash into the bus tub | ||||||||
| 2. Wipes crumbs from the table into a hand or tray, not onto the floor | ||||||||
| 3. Wipes the table with the sanitizer cloth | ||||||||
| 4. Wipes the chair seats and backs | ||||||||
| 5. Checks under the table and picks up dropped items | ||||||||
| 6. Resets napkins, condiments or menus | ||||||||
| 7. Returns the cloth to the sanitizer bucket | ||||||||
| 8. Takes the bus tub to the dish area when full | ||||||||
| 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.