Empty trash and replace liners on a route
When to use this goal
For students in school or community custodial jobs who skip rooms or forget to replace liners. Present levels in following a route decide whether a room list, a map or photos are 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
- Change the route order sometimes so the student uses the list, not memory. Recycling can be added as a separate route.
- Limits
- Rooms missed because they were locked or in use are recorded, not scored. Does not measure time.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-030.
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Goal
By the annual IEP review date, during a custodial shift, given a route list of rooms and a cart with liners, the student will empty each bin on the route, replace the liner and take the full bags to the dumpster, performing at least 6 of 7 steps independently, on 3 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 goal351 characters
- By the annual IEP review date, during a custodial shift, given a route list of rooms and a cart with liners, the student will empty each bin on the route, replace the liner and take the full bags to the dumpster, performing at least 6 of 7 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, given a route list of rooms and a cart with liners
- Behavior
- The student will empty each bin on the route, replace the liner and take the full bags to the dumpster
- Criteria
- Performing at least 6 of 7 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 6 of 7 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, given a route list of rooms and a cart with liners, the student will empty each bin on the route, replace the liner and take the full bags to the dumpster, performing at least 6 of 7 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. Checks the cart for liners and gloves | ||||||||
| 2. Puts on gloves | ||||||||
| 3. Goes to each room in route order | ||||||||
| 4. Empties the bin and ties the bag | ||||||||
| 5. Puts a new liner in the bin | ||||||||
| 6. Checks the room off the route list | ||||||||
| 7. Takes full bags to the dumpster or collection point | ||||||||
| 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.