Choose clothing that fits the setting
When to use this goal
For older students whose clothing choices do not match the setting (gym clothes to a job interview, a uniform left at home on a work day). Present levels in reading a schedule and sorting clothing by purpose decide fit. Style choices stay the student's within the setting's rules.
- Baseline
- At arrival on 6 days with a defined setting, record whether the outfit met that setting's dress rules (closed-toe shoes, work shirt, no logos). Write the rules down first so two observers agree.
- Tips
- Keep rules concrete (closed-toe shoes, collared shirt, hair tied back for kitchen work). Job coaches can share real dress codes from sites. Respect cultural and religious dress; the rules describe the setting, not the student's identity.
- Limits
- Clothing access depends on what the family can provide; offer a school clothing closet if available. Does not measure dressing skills themselves.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-052.
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Goal
By the annual IEP review date, before a job site day, an interview, or a community event, given the day's schedule, the student will choose and put on clothing that meets the dress rules for the day's setting independently in at least 5 of 6 opportunities, across 3 consecutive data periods, as measured by direct observation collected at arrival on job site and event days, summarized monthly.
Baseline: 2 of 6 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
- 2 of 6 opportunities.
- Annual goal394 characters
- By the annual IEP review date, before a job site day, an interview, or a community event, given the day's schedule, the student will choose and put on clothing that meets the dress rules for the day's setting independently in at least 5 of 6 opportunities, across 3 consecutive data periods, as measured by direct observation collected at arrival on job site and event days, summarized monthly.
- Timeframe
- By the annual IEP review date
- Condition
- Before a job site day, an interview, or a community event, given the day's schedule
- Behavior
- The student will choose and put on clothing that meets the dress rules for the day's setting independently
- Criteria
- In at least 5 of 6 opportunities, across 3 consecutive data periods
- Evaluation method
- Direct observation
- Schedule
- At arrival on job site and event days, summarized monthly
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 5 of 6 opportunities
- Mastery rule:
- across 3 consecutive data periods
- Collection schedule:
- at arrival on job site and event days, summarized monthly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, before a job site day, an interview, or a community event, given the day's schedule, the student will choose and put on clothing that meets the dress rules for the day's setting independently in at least 5 of 6 opportunities, across 3 consecutive data periods, as measured by direct observation collected at arrival on job site and event days, summarized monthly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.