Wash and dry a load of laundry
When to use this goal
For students in a home-living or transition program who have access to a washer and dryer at school or during community instruction. Base the choice on present levels in following picture directions and the family's plans for home responsibilities.
- 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. Laundry sessions span an hour or more; decide whether one adult observes the whole routine or steps are marked at checkpoints.
- Tips
- Classroom laundry (towels, aprons) gives a weekly real reason to do the routine. Pods remove the measuring step; add it back once the routine is steady if the family uses liquid detergent. Laundromat machines take coins or cards, which adds money steps.
- Limits
- Machines at school, at home, and at a laundromat all differ; practice across them if generalization matters. Weekly sessions mean slow data; expect a semester for a full cycle of learning.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-012.
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Goal
By the annual IEP review date, given a basket of classroom laundry (towels, aprons, PE pinnies) and a washer and dryer in the school, the student will wash and dry a load of laundry, performing at least 8 of 10 steps independently, on 3 consecutive laundry sessions, as measured by a task-analysis checklist collected weekly during life-skills lessons.
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 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
- 3 of 10 steps independently.
- Annual goal352 characters
- By the annual IEP review date, given a basket of classroom laundry (towels, aprons, PE pinnies) and a washer and dryer in the school, the student will wash and dry a load of laundry, performing at least 8 of 10 steps independently, on 3 consecutive laundry sessions, as measured by a task-analysis checklist collected weekly during life-skills lessons.
- Timeframe
- By the annual IEP review date
- Condition
- Given a basket of classroom laundry (towels, aprons, PE pinnies) and a washer and dryer in the school
- Behavior
- The student will wash and dry a load of laundry
- Criteria
- Performing at least 8 of 10 steps independently, on 3 consecutive laundry sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly during life-skills lessons
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 laundry sessions
- Collection schedule:
- weekly during life-skills lessons
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a basket of classroom laundry (towels, aprons, PE pinnies) and a washer and dryer in the school, the student will wash and dry a load of laundry, performing at least 8 of 10 steps independently, on 3 consecutive laundry sessions, as measured by a task-analysis checklist collected weekly during life-skills lessons.
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. Sorts the laundry into lights and darks, or confirms it is one color group | ||||||||
| 2. Checks pockets and turns items right side out | ||||||||
| 3. Loads the washer without overfilling | ||||||||
| 4. Adds the measured detergent or pod | ||||||||
| 5. Selects the cycle and water temperature shown on the checklist and starts the washer | ||||||||
| 6. Moves the wet laundry to the dryer when the washer stops | ||||||||
| 7. Cleans the lint filter | ||||||||
| 8. Selects the dryer setting and starts the dryer | ||||||||
| 9. Removes the dry laundry and folds or hangs each item | ||||||||
| 10. Puts the folded items where they belong | ||||||||
| 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.