Put on socks with the heel in place
When to use this goal
For students who take socks off for sensory breaks, swimming, or PE and cannot put them back on. Present levels in sitting balance and reaching the feet decide fit; the OT may suggest a different seat or a sock aid.
- 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.
- Tips
- Tube socks with no heel remove the orientation step for beginners. Seat height matters more than practice: feet flat, back supported. Send the same steps home for mornings.
- Limits
- Students with limited hip or trunk movement may need a sock aid and a different task analysis. Does not include shoes, which fn-dl-009 covers.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-029.
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Goal
By the annual IEP review date, after swimming, PE, or a sensory break, seated on a bench or low chair, the student will put on both socks with the heel at the back of the foot, performing at least 4 of 5 steps independently, on 4 of 5 observed opportunities, as measured by a task-analysis checklist collected at each planned opportunity, about three per week.
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 goal360 characters
- By the annual IEP review date, after swimming, PE, or a sensory break, seated on a bench or low chair, the student will put on both socks with the heel at the back of the foot, performing at least 4 of 5 steps independently, on 4 of 5 observed opportunities, as measured by a task-analysis checklist collected at each planned opportunity, about three per week.
- Timeframe
- By the annual IEP review date
- Condition
- After swimming, PE, or a sensory break, seated on a bench or low chair
- Behavior
- The student will put on both socks with the heel at the back of the foot
- Criteria
- Performing at least 4 of 5 steps independently, on 4 of 5 observed opportunities
- Evaluation method
- A task-analysis checklist
- Schedule
- At each planned opportunity, about three per week
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:
- at each planned opportunity, about three per week
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after swimming, PE, or a sensory break, seated on a bench or low chair, the student will put on both socks with the heel at the back of the foot, performing at least 4 of 5 steps independently, on 4 of 5 observed opportunities, as measured by a task-analysis checklist collected at each planned opportunity, about three per week.
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. Finds the heel of the sock by the color patch or shape | ||||||||
| 2. Holds the opening with both thumbs inside | ||||||||
| 3. Pushes the toes into the sock | ||||||||
| 4. Pulls the sock over the heel | ||||||||
| 5. Pulls the sock up the ankle and repeats with the second sock | ||||||||
| 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.