Complete a morning self-care routine at home
When to use this goal
For students whose families ask for help with the morning routine and are willing to collect simple data on a shared checklist. Base the choice on present levels at school, the family's description of the morning, and agreement on which steps to include. The goal belongs in the IEP only if the team agrees it addresses a need related to school (for example, arriving dressed and fed, on time).
- Baseline
- Ask the family to mark the checklist for one to two weeks before setting a target, using the same independent, prompted, or not-done codes used at school. Expect the family's standard for independent to differ from the school's; talk it through and write a shared definition on the sheet.
- Tips
- Keep the checklist short and the family's recording burden light (a tally sheet on the fridge). Review the data at a regular check-in, not only at the annual meeting. Use the same pictures the student sees at school for similar steps (handwashing, toothbrushing).
- Limits
- School staff cannot verify home data; treat it as a family report. Family routines change (new work schedules, siblings), so expect gaps in the data. Not every team includes home routines in the IEP; check local practice.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-020.
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Goal
By the annual IEP review date, each school-day morning at home, using a picture checklist agreed on with the family, the student will complete the morning self-care routine before leaving for school, performing at least 6 of 7 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily, recorded by the family and reviewed weekly.
Baseline: 3 of 7 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 7 steps independently.
- Annual goal384 characters
- By the annual IEP review date, each school-day morning at home, using a picture checklist agreed on with the family, the student will complete the morning self-care routine before leaving for school, performing at least 6 of 7 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily, recorded by the family and reviewed weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Each school-day morning at home, using a picture checklist agreed on with the family
- Behavior
- The student will complete the morning self-care routine before leaving for school
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily, recorded by the family and reviewed 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 6 of 7 steps independently
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily, recorded by the family and reviewed weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, each school-day morning at home, using a picture checklist agreed on with the family, the student will complete the morning self-care routine before leaving for school, performing at least 6 of 7 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily, recorded by the family and reviewed 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. Gets out of bed when the alarm sounds | ||||||||
| 2. Uses the toilet and washes hands | ||||||||
| 3. Brushes teeth | ||||||||
| 4. Washes face | ||||||||
| 5. Gets dressed in the clothes set out or chosen | ||||||||
| 6. Eats breakfast | ||||||||
| 7. Packs the backpack with the folder and lunch | ||||||||
| 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 7).
- 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.