Try on clothes in a store fitting room
When to use this goal
For older students shopping for their own clothes who need a family member or staff to come into the fitting room. Present levels in dressing and in judging fit decide fit. Choosing the clothing is the student's; the team teaches the routine and simple fit checks.
- 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. Score from outside the fitting room and from what the student reports; staff do not enter.
- Tips
- Teach the routine at school with a curtain and mirror before the store. Write down the student's sizes on a phone note. Budget and paying are separate goals.
- Limits
- Few shopping trips per year unless the program shops often. Does not measure choosing within a budget.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-060.
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Goal
By the annual IEP review date, during a community shopping trip to a clothing store, with two or three items chosen by the student, the student will take the items to the fitting room, try each one on, check the fit, and return the items, performing at least 6 of 7 steps independently, across 3 consecutive shopping trips, as measured by direct observation collected at each clothing shopping trip.
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. 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
- 2 of 7 steps independently.
- Annual goal399 characters
- By the annual IEP review date, during a community shopping trip to a clothing store, with two or three items chosen by the student, the student will take the items to the fitting room, try each one on, check the fit, and return the items, performing at least 6 of 7 steps independently, across 3 consecutive shopping trips, as measured by direct observation collected at each clothing shopping trip.
- Timeframe
- By the annual IEP review date
- Condition
- During a community shopping trip to a clothing store, with two or three items chosen by the student
- Behavior
- The student will take the items to the fitting room, try each one on, check the fit, and return the items
- Criteria
- Performing at least 6 of 7 steps independently, across 3 consecutive shopping trips
- Evaluation method
- Direct observation
- Schedule
- At each clothing shopping trip
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:
- across 3 consecutive shopping trips
- Collection schedule:
- at each clothing shopping trip
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a community shopping trip to a clothing store, with two or three items chosen by the student, the student will take the items to the fitting room, try each one on, check the fit, and return the items, performing at least 6 of 7 steps independently, across 3 consecutive shopping trips, as measured by direct observation collected at each clothing shopping trip.
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 items to the fitting room and gets a number tag if given | ||||||||
| 2. Locks the door or closes the curtain | ||||||||
| 3. Tries on the first item | ||||||||
| 4. Checks the fit in the mirror using the photo card | ||||||||
| 5. Changes back into own clothes | ||||||||
| 6. Puts the item back on its hanger | ||||||||
| 7. Hands back unwanted items and keeps the ones to buy | ||||||||
| 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.