Take off, check and store protective gear
When to use this goal
For students who wear gear during a task but then drop it, wear dirty gloves into the break room, or keep using torn gear. Present levels in routines and fine motor skills 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
- Teach at the real station with the site's bins. Damaged-gear reporting can use a card or tablet message for students who prefer not to talk to the supervisor.
- Limits
- Gear rules and storage differ by site. Does not cover choosing or putting on gear (fn-voc-074, fn-voc-067).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-075.
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Goal
By the annual IEP review date, at the end of a task that required protective gear, at the student's work station, the student will remove the gear in order, throw away single-use items, check reusable gear for damage and put it back in its place, performing at least 6 of 7 steps independently, on 4 of 5 consecutive shifts, as measured by a task-analysis checklist collected at each shift with gear.
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 goal400 characters
- By the annual IEP review date, at the end of a task that required protective gear, at the student's work station, the student will remove the gear in order, throw away single-use items, check reusable gear for damage and put it back in its place, performing at least 6 of 7 steps independently, on 4 of 5 consecutive shifts, as measured by a task-analysis checklist collected at each shift with gear.
- Timeframe
- By the annual IEP review date
- Condition
- At the end of a task that required protective gear, at the student's work station
- Behavior
- The student will remove the gear in order, throw away single-use items, check reusable gear for damage and put it back in its place
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive shifts
- Evaluation method
- A task-analysis checklist
- Schedule
- At each shift with gear
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 4 of 5 consecutive shifts
- Collection schedule:
- at each shift with gear
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the end of a task that required protective gear, at the student's work station, the student will remove the gear in order, throw away single-use items, check reusable gear for damage and put it back in its place, performing at least 6 of 7 steps independently, on 4 of 5 consecutive shifts, as measured by a task-analysis checklist collected at each shift with gear.
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. Finishes the task and moves away from the work area before removing gear | ||||||||
| 2. Removes gloves without touching the outside with bare hands | ||||||||
| 3. Throws single-use items (gloves, hairnet, mask) in the right bin | ||||||||
| 4. Checks goggles, ear protection or apron for cracks, tears or dirt | ||||||||
| 5. Cleans or puts reusable gear in its storage spot | ||||||||
| 6. Tells the supervisor about any damaged gear | ||||||||
| 7. Washes hands | ||||||||
| 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.