Pack a full change of clothes for an outing
When to use this goal
For students 18 to 21 in a transition program who go on outings that need a change (swimming, a gym session, a work shift with a uniform) and arrive missing items. Fits once the student dresses without 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. Check the bag at arrival for the first few outings and note which items are most often missing.
- Tips
- Use the student's own phone list so the skill carries into adult life. Let the student choose the clothes; score only whether the set is complete and fits the activity. Pair with a locker room or changing goal if needed.
- Limits
- Does not measure changing itself. Outings vary, so the list needs updating for each new type of activity.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dr-020.
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Goal
By the annual IEP review date, the day before a planned swimming, gym, or work outing, the student will pack a bag with every clothing item, footwear, and toiletry the outing needs and check it against their list, performing at least 6 of 7 steps independently, on 4 of 5 planned outings, as measured by a task-analysis checklist collected before each planned outing.
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 goal367 characters
- By the annual IEP review date, the day before a planned swimming, gym, or work outing, the student will pack a bag with every clothing item, footwear, and toiletry the outing needs and check it against their list, performing at least 6 of 7 steps independently, on 4 of 5 planned outings, as measured by a task-analysis checklist collected before each planned outing.
- Timeframe
- By the annual IEP review date
- Condition
- The day before a planned swimming, gym, or work outing
- Behavior
- The student will pack a bag with every clothing item, footwear, and toiletry the outing needs and check it against their list
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 planned outings
- Evaluation method
- A task-analysis checklist
- Schedule
- Before each planned outing
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 planned outings
- Collection schedule:
- before each planned outing
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, the day before a planned swimming, gym, or work outing, the student will pack a bag with every clothing item, footwear, and toiletry the outing needs and check it against their list, performing at least 6 of 7 steps independently, on 4 of 5 planned outings, as measured by a task-analysis checklist collected before each planned outing.
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. Checks the plan for the activity and the weather | ||||||||
| 2. Opens or writes the packing list | ||||||||
| 3. Packs the clothes for the activity | ||||||||
| 4. Packs the footwear the activity needs | ||||||||
| 5. Packs a towel or toiletries if needed | ||||||||
| 6. Packs a bag for wet or used clothes | ||||||||
| 7. Checks off each item on the list and closes the bag | ||||||||
| 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.