Wash dishes at a three-compartment sink
When to use this goal
For students in a kitchen placement who wash dishes but mix up the wash, rinse and sanitize order or skip air-drying. Present levels in sequencing and reading signs decide supports; food safety rules make the full routine the standard.
- 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 a timer for the sanitize step if the site posts a required time. The culinary teacher or kitchen supervisor confirms the standard. Teach the water-change step directly; it is the one most often skipped.
- Limits
- Does not measure rate; dish rooms can be fast. Commercial dish machines have a different routine.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-024.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a dish shift in the school or culinary program kitchen, with a three-compartment sink set up, the student will wash, rinse and sanitize each load of dishes in order and set them to air-dry, performing all 7 steps independently, on 3 consecutive dish shifts, as measured by a task-analysis checklist collected at each dish shift.
Baseline: 3 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
- 3 of 7 steps independently.
- Annual goal366 characters
- By the annual IEP review date, during a dish shift in the school or culinary program kitchen, with a three-compartment sink set up, the student will wash, rinse and sanitize each load of dishes in order and set them to air-dry, performing all 7 steps independently, on 3 consecutive dish shifts, as measured by a task-analysis checklist collected at each dish shift.
- Timeframe
- By the annual IEP review date
- Condition
- During a dish shift in the school or culinary program kitchen, with a three-compartment sink set up
- Behavior
- The student will wash, rinse and sanitize each load of dishes in order and set them to air-dry
- Criteria
- Performing all 7 steps independently, on 3 consecutive dish shifts
- Evaluation method
- A task-analysis checklist
- Schedule
- At each dish 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 all 7 steps independently
- Mastery rule:
- on 3 consecutive dish shifts
- Collection schedule:
- at each dish shift
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a dish shift in the school or culinary program kitchen, with a three-compartment sink set up, the student will wash, rinse and sanitize each load of dishes in order and set them to air-dry, performing all 7 steps independently, on 3 consecutive dish shifts, as measured by a task-analysis checklist collected at each dish 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. Scrapes food into the trash | ||||||||
| 2. Washes the item in the wash compartment | ||||||||
| 3. Rinses the item in the rinse compartment | ||||||||
| 4. Places the item in the sanitize compartment for the posted time | ||||||||
| 5. Places the item on the drying rack to air-dry | ||||||||
| 6. Checks the water and changes it when dirty or cool | ||||||||
| 7. Puts dry items away in the right place | ||||||||
| 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 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.