Start and close a jacket zipper
When to use this goal
For students who put on a jacket but need an adult to join the zipper and pull it up. Present levels in two-hand coordination and the OT's input decide fit. Joining the zipper ends is usually the hardest part, so the steps separate it out.
- 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. Use the student's own jacket for baseline; zipper boards are easier and can hide the real difficulty.
- Tips
- Teach the last step first: the adult joins the zipper and the student pulls it up. Add a key ring or fabric tab to small pulls. Ask the family to keep the same jacket for the season if possible.
- Limits
- Fine motor needs may make joining a zipper unrealistic for some students; a pullover or snap jacket is a valid alternative the team can choose instead.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-025.
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Goal
By the annual IEP review date, when getting ready for outdoor recess or dismissal, wearing a jacket with a separating zipper, the student will join the zipper ends and pull the zipper up to the chest, performing at least 4 of 5 steps independently, on 4 of 5 observed opportunities, as measured by a task-analysis checklist collected daily before outdoor recess.
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 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 5 steps independently.
- Annual goal362 characters
- By the annual IEP review date, when getting ready for outdoor recess or dismissal, wearing a jacket with a separating zipper, the student will join the zipper ends and pull the zipper up to the chest, performing at least 4 of 5 steps independently, on 4 of 5 observed opportunities, as measured by a task-analysis checklist collected daily before outdoor recess.
- Timeframe
- By the annual IEP review date
- Condition
- When getting ready for outdoor recess or dismissal, wearing a jacket with a separating zipper
- Behavior
- The student will join the zipper ends and pull the zipper up to the chest
- Criteria
- Performing at least 4 of 5 steps independently, on 4 of 5 observed opportunities
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily before outdoor recess
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 4 of 5 steps independently
- Mastery rule:
- on 4 of 5 observed opportunities
- Collection schedule:
- daily before outdoor recess
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when getting ready for outdoor recess or dismissal, wearing a jacket with a separating zipper, the student will join the zipper ends and pull the zipper up to the chest, performing at least 4 of 5 steps independently, on 4 of 5 observed opportunities, as measured by a task-analysis checklist collected daily before outdoor recess.
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. Holds the zipper box (bottom stop) with one hand | ||||||||
| 2. Inserts the pin into the box all the way | ||||||||
| 3. Holds the bottom of the jacket and grasps the pull | ||||||||
| 4. Pulls the zipper up to the chest | ||||||||
| 5. Tucks the pull down or snaps the collar if needed | ||||||||
| 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: 4 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.