Unzip and remove a coat at arrival
When to use this goal
For young students who wait for an adult to take their coat off at arrival or after recess. Fits once the student can pull an arm out of a loose sleeve with help. Present levels and the OT's observation of the routine, not grade or age, decide whether this template fits.
- Baseline
- Watch the routine on at least 3 typical days before setting a target, using the clothes the student actually wears. Mark each step as independent, done with a named prompt (gesture, picture, verbal, physical), or not done, and count only independent steps. Note which coat the student wears most often, since a stiff or tight coat changes which steps are hard.
- Tips
- Teach the last steps first if the student finds the zipper hard: the adult unzips and the student finishes, then the student takes on one more step at a time. Hanging the coat is a separate step; add it once removal is steady. Ask the family about a coat with a large zipper pull.
- Limits
- Covers taking the coat off, not putting it on or hanging it. A student who cannot release the zipper end may need a fine-motor goal or an adapted pull. Very bulky winter coats can hide real progress on lighter coats.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dr-001.
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Goal
By the annual IEP review date, when arriving in the classroom wearing a zipped coat, the student will unzip their coat, pull each arm out of its sleeve, and hold the coat by the collar, performing at least 4 of 5 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at arrival.
Baseline: 1 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 Dressing & Clothing Management.
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 - Dressing & Clothing Management
- Baseline
- 1 of 5 steps independently.
- Annual goal337 characters
- By the annual IEP review date, when arriving in the classroom wearing a zipped coat, the student will unzip their coat, pull each arm out of its sleeve, and hold the coat by the collar, performing at least 4 of 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
- When arriving in the classroom wearing a zipped coat
- Behavior
- The student will unzip their coat, pull each arm out of its sleeve, and hold the coat by the collar
- Criteria
- Performing at least 4 of 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 at least 4 of 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, when arriving in the classroom wearing a zipped coat, the student will unzip their coat, pull each arm out of its sleeve, and hold the coat by the collar, performing at least 4 of 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. Pulls the zipper tab down to the bottom | ||||||||
| 2. Separates the zipper ends | ||||||||
| 3. Shrugs the coat off one shoulder | ||||||||
| 4. Pulls the first arm out by holding the cuff | ||||||||
| 5. Pulls the second arm out | ||||||||
| 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: 4 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.