Use a fitness center locker room
When to use this goal
For older students who use a community gym or pool as part of leisure, fitness, or community-based instruction and who need staff to manage the locker room routine. Present levels in dressing, locker use, and privacy rules decide fit. Use the locker room that matches the student's gender identity, per the family and school policy.
- 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. A same-gender staff member scores from the entrance and from results (locker locked, items packed); no one observes the student while changing.
- Tips
- Practice the locker and lock at school first. Many centers have family changing rooms; that is a fine choice. Pair with a leisure goal so the student has a reason to go.
- Limits
- Requires access to a community facility. Does not measure the workout or swim itself.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-058.
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Goal
By the annual IEP review date, at a community fitness center or pool during community-based instruction, with a gym bag, the student will complete the locker room routine from storing belongings to leaving dressed with all items, performing at least 8 of 9 steps independently, across 3 consecutive visits, as measured by direct observation collected at each fitness center visit.
Baseline: 3 of 9 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. Direct observation 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
- 3 of 9 steps independently.
- Annual goal380 characters
- By the annual IEP review date, at a community fitness center or pool during community-based instruction, with a gym bag, the student will complete the locker room routine from storing belongings to leaving dressed with all items, performing at least 8 of 9 steps independently, across 3 consecutive visits, as measured by direct observation collected at each fitness center visit.
- Timeframe
- By the annual IEP review date
- Condition
- At a community fitness center or pool during community-based instruction, with a gym bag
- Behavior
- The student will complete the locker room routine from storing belongings to leaving dressed with all items
- Criteria
- Performing at least 8 of 9 steps independently, across 3 consecutive visits
- Evaluation method
- Direct observation
- Schedule
- At each fitness center visit
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 8 of 9 steps independently
- Mastery rule:
- across 3 consecutive visits
- Collection schedule:
- at each fitness center visit
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, at a community fitness center or pool during community-based instruction, with a gym bag, the student will complete the locker room routine from storing belongings to leaving dressed with all items, performing at least 8 of 9 steps independently, across 3 consecutive visits, as measured by direct observation collected at each fitness center visit.
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 an open locker and puts the bag inside | ||||||||
| 2. Changes into workout or swim clothes in a stall or changing area | ||||||||
| 3. Locks the locker and keeps the key or code | ||||||||
| 4. Returns to the locker after the activity and opens it | ||||||||
| 5. Showers or rinses off if chosen, using a towel and sandals | ||||||||
| 6. Dresses in street clothes | ||||||||
| 7. Puts wet or used clothes in a plastic bag | ||||||||
| 8. Checks the locker is empty and leaves the key or opens the lock | ||||||||
| 9. Meets the group at the entrance | ||||||||
| 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: 8 of 9).
- 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.