Water and tend plants at a garden center
When to use this goal
For students in garden center, greenhouse or school garden placements who water by habit and miss dry plants or overwater. Present levels in following a care chart decide whether color-coded tags 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
- School gardens and greenhouses are good starting sites. Skipping moist plants is a judgment step; teach it directly with a moisture meter if needed.
- Limits
- Weather and season change the task. Does not measure plant health over time.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-049.
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Goal
By the annual IEP review date, during a greenhouse or garden center shift, given a watering chart and color-coded plant tags, the student will check each plant's soil, water to the chart and remove dead leaves, 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 goal349 characters
- By the annual IEP review date, during a greenhouse or garden center shift, given a watering chart and color-coded plant tags, the student will check each plant's soil, water to the chart and remove dead leaves, 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 greenhouse or garden center shift, given a watering chart and color-coded plant tags
- Behavior
- The student will check each plant's soil, water to the chart and remove dead leaves
- 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 greenhouse or garden center shift, given a watering chart and color-coded plant tags, the student will check each plant's soil, water to the chart and remove dead leaves, 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. Reads the watering chart for the bench | ||||||||
| 2. Checks soil moisture with a finger or meter | ||||||||
| 3. Waters dry plants to the chart amount | ||||||||
| 4. Skips plants that are still moist | ||||||||
| 5. Removes dead leaves and flowers | ||||||||
| 6. Reports pests or damaged plants to the supervisor | ||||||||
| 7. Coils the hose and returns tools | ||||||||
| 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.