Clean and put on glasses each morning
When to use this goal
For young students with prescribed glasses who leave them in the case, wear them smudged, or rely on adults to put them on. Present levels in the morning routine decide fit.
- Baseline
- Watch the arrival routine on three days and mark each step. Ask the family how glasses are handled at home.
- Tips
- Holding glasses by the frame keeps lenses clean and frames straight. Reporting a problem is a step because broken glasses often go unnoticed for weeks.
- Limits
- Wearing glasses all day is a separate question involving comfort and fit; talk with the family and eye doctor if the student keeps taking them off.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-lv-006.
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Goal
By the annual IEP review date, during the morning arrival routine, with the glasses case in the student's backpack or desk, the student will take the glasses out of the case, clean the lenses, put them on, and put the case away, performing all 6 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected daily during arrival.
Baseline: 2 of 6 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 Low Vision & Visual Efficiency.
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
- Vision, Hearing & Assistive Technology - Low Vision & Visual Efficiency
- Baseline
- 2 of 6 steps independently.
- Annual goal369 characters
- By the annual IEP review date, during the morning arrival routine, with the glasses case in the student's backpack or desk, the student will take the glasses out of the case, clean the lenses, put them on, and put the case away, performing all 6 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected daily during arrival.
- Timeframe
- By the annual IEP review date
- Condition
- During the morning arrival routine, with the glasses case in the student's backpack or desk
- Behavior
- The student will take the glasses out of the case, clean the lenses, put them on, and put the case away
- Criteria
- Performing all 6 steps independently, on 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily during arrival
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 all 6 steps independently
- Mastery rule:
- on 5 consecutive school days
- Collection schedule:
- daily during arrival
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during the morning arrival routine, with the glasses case in the student's backpack or desk, the student will take the glasses out of the case, clean the lenses, put them on, and put the case away, performing all 6 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected daily during arrival.
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. Take the glasses case out of the backpack or desk | ||||||||
| 2. Open the case and take the glasses out by the frame | ||||||||
| 3. Clean the lenses with the cloth | ||||||||
| 4. Put the glasses on using both hands | ||||||||
| 5. Tell an adult if the glasses are broken or uncomfortable | ||||||||
| 6. Put the case back in its place | ||||||||
| 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 6).
- 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.