Put on and fasten shoes without help
When to use this goal
For students who take shoes off for rest time, PE, or sensory breaks and then wait for an adult to put them back on and fasten them. The fastener type (slip-on, hook-and-loop, laces) comes from the family and OT assessment of fine motor skills; progress through the progression as the student's shoes change.
- Baseline
- Observe the routine on at least 3 typical days before setting a target. Mark each step as independent (no adult 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. Record which shoes the student wore; a change from hook-and-loop to laces restarts the learning curve.
- Tips
- Shoe tying is a separate fine-motor skill; if laces are the goal, add a lace-tying task analysis with the OT. Seat the student on a low bench so both hands are free. Families choose the shoes, so agree on a fastener type before setting the target.
- Limits
- Fastener difficulty varies between pairs of shoes. Does not measure speed; if the student holds up the class, add a duration measure.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-009.
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Goal
By the annual IEP review date, when shoes come off for rest time, PE, or a sensory break and the student is asked to put them back on, the student will put on both shoes and fasten them, performing at least 5 of 6 steps independently, on 4 of 5 consecutive observed opportunities, as measured by a task-analysis checklist collected daily at one planned shoe-on time.
Baseline: 1 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 Daily Living 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 - Daily Living Skills
- Baseline
- 1 of 6 steps independently.
- Annual goal366 characters
- By the annual IEP review date, when shoes come off for rest time, PE, or a sensory break and the student is asked to put them back on, the student will put on both shoes and fasten them, performing at least 5 of 6 steps independently, on 4 of 5 consecutive observed opportunities, as measured by a task-analysis checklist collected daily at one planned shoe-on time.
- Timeframe
- By the annual IEP review date
- Condition
- When shoes come off for rest time, PE, or a sensory break and the student is asked to put them back on
- Behavior
- The student will put on both shoes and fasten them
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive observed opportunities
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at one planned shoe-on time
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 5 of 6 steps independently
- Mastery rule:
- on 4 of 5 consecutive observed opportunities
- Collection schedule:
- daily at one planned shoe-on time
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when shoes come off for rest time, PE, or a sensory break and the student is asked to put them back on, the student will put on both shoes and fasten them, performing at least 5 of 6 steps independently, on 4 of 5 consecutive observed opportunities, as measured by a task-analysis checklist collected daily at one planned shoe-on time.
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. Picks up the correct shoe for the right foot and the left foot | ||||||||
| 2. Opens the fastener wide enough to put the foot in | ||||||||
| 3. Pushes the foot in and pulls the heel into place | ||||||||
| 4. Closes the hook-and-loop strap, buckle, or laces | ||||||||
| 5. Checks that the shoe is on the correct foot and feels snug | ||||||||
| 6. Repeats for the second shoe | ||||||||
| 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 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.