Tie shoelaces in a double knot
When to use this goal
For students who fasten hook-and-loop shoes (fn-dl-009) and now wear laced shoes, or who want to. Present levels in two-hand coordination and the OT's view decide fit; the team and family choose the method (two loops or one loop) and keep it the same at home and school.
- 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 shoe on the foot if possible; a board on the table is easier and does not show the real task.
- Tips
- Two-color laces make the steps easier to name. Elastic no-tie laces are a reasonable alternative the student or family can choose; the IEP goal should not block it. Practice once a day for a few minutes rather than in long sessions.
- Limits
- Fine motor needs may make tying unrealistic; the team can pick an adapted fastener instead. Does not measure keeping laces tied.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-031.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when a shoelace comes untied during the school day, seated on a chair or bench, the student will tie the shoelaces in a bow and double knot, performing at least 6 of 7 steps independently, on 4 of 5 consecutive observed opportunities, as measured by a task-analysis checklist collected three times per week.
Baseline: 2 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
- 2 of 7 steps independently.
- Annual goal338 characters
- By the annual IEP review date, when a shoelace comes untied during the school day, seated on a chair or bench, the student will tie the shoelaces in a bow and double knot, performing at least 6 of 7 steps independently, on 4 of 5 consecutive observed opportunities, as measured by a task-analysis checklist collected three times per week.
- Timeframe
- By the annual IEP review date
- Condition
- When a shoelace comes untied during the school day, seated on a chair or bench
- Behavior
- The student will tie the shoelaces in a bow and double knot
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive observed opportunities
- Evaluation method
- A task-analysis checklist
- Schedule
- Three times 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 6 of 7 steps independently
- Mastery rule:
- on 4 of 5 consecutive observed opportunities
- Collection schedule:
- three times per week
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when a shoelace comes untied during the school day, seated on a chair or bench, the student will tie the shoelaces in a bow and double knot, performing at least 6 of 7 steps independently, on 4 of 5 consecutive observed opportunities, as measured by a task-analysis checklist collected three times 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. Pulls the laces tight at the top of the shoe | ||||||||
| 2. Crosses the laces and pulls one under to make the first knot | ||||||||
| 3. Makes the first loop (or two loops) | ||||||||
| 4. Wraps the lace around the loop | ||||||||
| 5. Pushes the lace through the gap to make the second loop | ||||||||
| 6. Pulls both loops tight | ||||||||
| 7. Ties the loops in a second knot | ||||||||
| 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.