Clean a bathroom using a checklist
When to use this goal
For students who will keep their own bathroom clean as adults and today wipe one surface and stop. Present levels and safe use of cleaners decide fit, not grade; gloves and labeled spray bottles are part of the setup.
- Baseline
- Run the routine on at least 3 separate days in the setting where it will be measured before setting a target. Mark each step as independent, prompted (note the prompt type), or not done, and count only independent steps. Note the steps missed most often; they usually need direct teaching, not just more practice. Score each area against the photo of the finished area so two observers agree on done.
- Tips
- Use one all-purpose cleaner and one glass cleaner, labeled with pictures, so there is never a reason to mix products. Let the student pick the music or podcast for cleaning time.
- Limits
- A visual check does not measure germs. Students with strong smell sensitivity may need unscented products or a mask; adjust the setup, not the expectation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-il-027.
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Goal
By the annual IEP review date, in the training apartment bathroom, with gloves, a toilet brush, labeled cleaners, and cloths, the student will clean the bathroom following the checklist, performing at least 8 of 10 steps independently, on 3 consecutive weekly cleanings, as measured by a task-analysis checklist collected weekly.
Baseline: 3 of 10 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 Independent Living.
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 - Independent Living
- Baseline
- 3 of 10 steps independently.
- Annual goal329 characters
- By the annual IEP review date, in the training apartment bathroom, with gloves, a toilet brush, labeled cleaners, and cloths, the student will clean the bathroom following the checklist, performing at least 8 of 10 steps independently, on 3 consecutive weekly cleanings, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- In the training apartment bathroom, with gloves, a toilet brush, labeled cleaners, and cloths
- Behavior
- The student will clean the bathroom following the checklist
- Criteria
- Performing at least 8 of 10 steps independently, on 3 consecutive weekly cleanings
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
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 8 of 10 steps independently
- Mastery rule:
- on 3 consecutive weekly cleanings
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, in the training apartment bathroom, with gloves, a toilet brush, labeled cleaners, and cloths, the student will clean the bathroom following the checklist, performing at least 8 of 10 steps independently, on 3 consecutive weekly cleanings, as measured by a task-analysis checklist collected weekly.
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. Puts on gloves and opens a window or turns on the fan | ||||||||
| 2. Clears items off the counter | ||||||||
| 3. Sprays and wipes the sink and counter | ||||||||
| 4. Cleans the mirror with glass cleaner | ||||||||
| 5. Scrubs the inside of the toilet with the brush | ||||||||
| 6. Wipes the toilet seat, lid, and outside | ||||||||
| 7. Scrubs the shower or tub | ||||||||
| 8. Empties the trash | ||||||||
| 9. Sweeps or mops the floor | ||||||||
| 10. Puts cleaners away and 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: 8 of 10).
- 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.