Lay out clothes for the next day
When to use this goal
For students whose mornings fall apart because clothing choices take a long time or end in an outfit that does not fit the day (PE, picture day, uniform). Present levels in reading a schedule and making choices decide fit. The family reports data from home.
- Baseline
- Ask the family to note on 5 school nights whether a complete outfit that fit the next day was laid out without help. Define complete with the family: top, bottom, underwear, socks, shoes, and PE clothes on PE days.
- Tips
- A weekly chart with PE days marked carries most of the planning. Let the student choose among clean options; style is the student's. This builds toward the weather check in fn-dl-019.
- Limits
- Relies on family report. Does not measure dressing itself or laundry.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-047.
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Goal
By the annual IEP review date, the evening before a school day at home, given a picture schedule of the next day's events, the student will choose a complete outfit that matches the next day's schedule and set it out independently in at least 4 of 5 opportunities, across 2 consecutive school weeks, as measured by direct observation collected each school night, reported by the family weekly.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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 opportunities.
- Annual goal393 characters
- By the annual IEP review date, the evening before a school day at home, given a picture schedule of the next day's events, the student will choose a complete outfit that matches the next day's schedule and set it out independently in at least 4 of 5 opportunities, across 2 consecutive school weeks, as measured by direct observation collected each school night, reported by the family weekly.
- Timeframe
- By the annual IEP review date
- Condition
- The evening before a school day at home, given a picture schedule of the next day's events
- Behavior
- The student will choose a complete outfit that matches the next day's schedule and set it out independently
- Criteria
- In at least 4 of 5 opportunities, across 2 consecutive school weeks
- Evaluation method
- Direct observation
- Schedule
- Each school night, reported by the family weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 2 consecutive school weeks
- Collection schedule:
- each school night, reported by the family weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, the evening before a school day at home, given a picture schedule of the next day's events, the student will choose a complete outfit that matches the next day's schedule and set it out independently in at least 4 of 5 opportunities, across 2 consecutive school weeks, as measured by direct observation collected each school night, reported by the family weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.