Mop a floor with wet-floor signs in place
When to use this goal
For students in custodial placements who mop but skip the safety signs, use too much water or mop themselves into a corner. Present levels in motor planning and following routines decide supports.
- 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
- The sign steps protect others and are taught first. The custodial supervisor sets the solution and the area. Fade the job coach once safety steps are independent.
- Limits
- Does not measure how clean the floor is; add a quality check if needed. Different sites use different floor machines.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-029.
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Goal
By the annual IEP review date, during a custodial shift at school, given a mop bucket, the cleaning solution and wet-floor signs, the student will set out the signs, mop the area from the far side toward the exit and return the equipment, performing at least 7 of 8 steps independently, on 3 consecutive shifts, as measured by a task-analysis checklist collected at each shift.
Baseline: 2 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
- 2 of 8 steps independently.
- Annual goal377 characters
- By the annual IEP review date, during a custodial shift at school, given a mop bucket, the cleaning solution and wet-floor signs, the student will set out the signs, mop the area from the far side toward the exit and return the equipment, performing at least 7 of 8 steps independently, on 3 consecutive shifts, as measured by a task-analysis checklist collected at each shift.
- Timeframe
- By the annual IEP review date
- Condition
- During a custodial shift at school, given a mop bucket, the cleaning solution and wet-floor signs
- Behavior
- The student will set out the signs, mop the area from the far side toward the exit and return the equipment
- Criteria
- Performing at least 7 of 8 steps independently, on 3 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 7 of 8 steps independently
- Mastery rule:
- on 3 consecutive shifts
- Collection schedule:
- at each shift
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a custodial shift at school, given a mop bucket, the cleaning solution and wet-floor signs, the student will set out the signs, mop the area from the far side toward the exit and return the equipment, performing at least 7 of 8 steps independently, on 3 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. Places wet-floor signs at each entrance to the area | ||||||||
| 2. Sweeps or dust-mops the area first | ||||||||
| 3. Fills the bucket to the line with the correct solution | ||||||||
| 4. Wrings the mop until it no longer drips | ||||||||
| 5. Mops from the far side toward the exit | ||||||||
| 6. Leaves the signs until the floor is dry | ||||||||
| 7. Empties and rinses the bucket and mop | ||||||||
| 8. Returns the signs and equipment to storage | ||||||||
| 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.