Put on and fit a life jacket
When to use this goal
For students who go on boats, canoe trips, or open-water outings and need staff to put on and check their life jacket. Present levels in dressing with buckles and straps decide fit. The life jacket must be the right size and type for the student's weight.
- Baseline
- Score each step in 2 or 3 practices. A loose strap makes the jacket unsafe, so the target is every step.
- Tips
- Staff check every jacket before anyone enters the water, regardless of the student's score. Teach the fit check with a partner. Practice in the gym before the trip.
- Limits
- Does not teach swimming or what to do in the water. Never replaces staff checks.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-031.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, before a boating or canoe outing, given a life jacket in the student's size, the student will put on the life jacket, fasten every buckle and zipper, and check the fit, performing all 5 steps independently, across 3 consecutive practice or trip days, as measured by a task-analysis checklist collected at each water outing and practice.
Baseline: 1 of 5 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 Community & Safety Skills.
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
- Functional & Independence Skills - Community & Safety Skills
- Baseline
- 1 of 5 steps independently.
- Annual goal367 characters
- By the annual IEP review date, before a boating or canoe outing, given a life jacket in the student's size, the student will put on the life jacket, fasten every buckle and zipper, and check the fit, performing all 5 steps independently, across 3 consecutive practice or trip days, as measured by a task-analysis checklist collected at each water outing and practice.
- Timeframe
- By the annual IEP review date
- Condition
- Before a boating or canoe outing, given a life jacket in the student's size
- Behavior
- The student will put on the life jacket, fasten every buckle and zipper, and check the fit
- Criteria
- Performing all 5 steps independently, across 3 consecutive practice or trip days
- Evaluation method
- A task-analysis checklist
- Schedule
- At each water outing and practice
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 5 steps independently
- Mastery rule:
- across 3 consecutive practice or trip days
- Collection schedule:
- at each water outing and practice
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, before a boating or canoe outing, given a life jacket in the student's size, the student will put on the life jacket, fasten every buckle and zipper, and check the fit, performing all 5 steps independently, across 3 consecutive practice or trip days, as measured by a task-analysis checklist collected at each water outing and practice.
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 label for the right size | ||||||||
| 2. Puts both arms through the arm holes | ||||||||
| 3. Closes the zipper and every buckle | ||||||||
| 4. Pulls each strap snug | ||||||||
| 5. Has someone lift the shoulders, or lifts them, to check the jacket does not ride up past the chin | ||||||||
| 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: 5 of 5).
- 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.