Change privately in the PE locker room
When to use this goal
For middle and high school students who need adult help with the steps of changing for PE, or who change in the open when they would rather have privacy. Fits once the student dresses without physical help. Present levels and the OT's observation of the routine, not grade or age, decide whether this template fits.
- Baseline
- Observe 3 PE days from outside the changing area, scoring the steps that can be seen (locker, entering the stall, coming out dressed, locking up). Ask the student which changing spot they prefer.
- Tips
- Privacy is the student's right; any student may use a stall or single-user room. Staff of the student's preferred gender check in from the doorway only. Opening the locker can be its own goal if it is the hard step.
- Limits
- Steps inside the stall are scored from the result. Does not measure speed; pair with a timed goal if the student runs late. Not a substitute for a body-image or anxiety plan if changing in the locker room causes distress.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dr-016.
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Goal
By the annual IEP review date, when the class goes to the locker room to change for PE, the student will take their PE clothes from the locker, change in a private spot, and lock their school clothes in the locker, performing at least 6 of 7 steps independently, on 4 of 5 PE days, as measured by a task-analysis checklist collected each PE day.
Baseline: 3 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. 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
- 3 of 7 steps independently.
- Annual goal345 characters
- By the annual IEP review date, when the class goes to the locker room to change for PE, the student will take their PE clothes from the locker, change in a private spot, and lock their school clothes in the locker, performing at least 6 of 7 steps independently, on 4 of 5 PE days, as measured by a task-analysis checklist collected each PE day.
- Timeframe
- By the annual IEP review date
- Condition
- When the class goes to the locker room to change for PE
- Behavior
- The student will take their PE clothes from the locker, change in a private spot, and lock their school clothes in the locker
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 PE days
- Evaluation method
- A task-analysis checklist
- Schedule
- Each PE day
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:
- on 4 of 5 PE days
- Collection schedule:
- each PE day
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the class goes to the locker room to change for PE, the student will take their PE clothes from the locker, change in a private spot, and lock their school clothes in the locker, performing at least 6 of 7 steps independently, on 4 of 5 PE days, as measured by a task-analysis checklist collected each PE day.
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. Opens their locker and takes out the PE clothes | ||||||||
| 2. Goes to a private stall or chosen changing spot | ||||||||
| 3. Changes into PE shirt and shorts or pants | ||||||||
| 4. Folds or hangs school clothes | ||||||||
| 5. Changes shoes if PE shoes are required | ||||||||
| 6. Puts school clothes and belongings in the locker | ||||||||
| 7. Locks the locker and checks it is closed | ||||||||
| 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.