Clean eyeglasses and put them on
When to use this goal
For students who wear glasses but leave them smudged, wear them crooked, or leave them on desks. Fit depends on present levels in handling small objects and on the family's and eye care provider's directions; this is a care routine, not a vision goal.
- 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. Record whether the glasses were in the case at arrival; missing glasses may be a home routine issue to plan with the family.
- Tips
- Use only the cloth and spray the eye care provider recommends. A strap or band can keep glasses on during PE. Students with low vision supports should involve the vision teacher.
- Limits
- Does not measure wearing the glasses through the day. Broken or poorly fitted frames need a family or provider fix, not more practice.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-036.
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Goal
By the annual IEP review date, at arrival each morning, with a glasses case and a cleaning cloth in the backpack, the student will clean both lenses with the cloth, put the glasses on with both hands, and store the case, performing all 5 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at arrival.
Baseline: 2 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
- 2 of 5 steps independently.
- Annual goal362 characters
- By the annual IEP review date, at arrival each morning, with a glasses case and a cleaning cloth in the backpack, the student will clean both lenses with the cloth, put the glasses on with both hands, and store the case, performing all 5 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at arrival.
- Timeframe
- By the annual IEP review date
- Condition
- At arrival each morning, with a glasses case and a cleaning cloth in the backpack
- Behavior
- The student will clean both lenses with the cloth, put the glasses on with both hands, and store the case
- Criteria
- Performing all 5 steps independently, on 4 of 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at arrival
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 all 5 steps independently
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily at arrival
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at arrival each morning, with a glasses case and a cleaning cloth in the backpack, the student will clean both lenses with the cloth, put the glasses on with both hands, and store the case, performing all 5 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at arrival.
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. Takes the glasses out of the case by the frame, not the lenses | ||||||||
| 2. Holds the frame and wipes each lens with the cleaning cloth | ||||||||
| 3. Checks the lenses for smudges by holding them up to the light | ||||||||
| 4. Opens both arms and puts the glasses on with both hands | ||||||||
| 5. Puts the cloth back in the case and the case in its place | ||||||||
| 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: 5 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.