Dust and reset a shelf or dresser top
When to use this goal
For teens who wipe around objects instead of under them, or put things back in a jumble. Fits once the student can lift and set down small objects without dropping them. Present levels and observation of the chore in a real setting, not grade or age, decide whether this template fits.
- Baseline
- Observe the chore on at least 3 days before setting a target, with the same tools and the same space the student will use. Mark each step as independent, done with a named prompt (gesture, picture, verbal, physical), or not done, and count only independent steps. A before and after photo of the surface is a quick way to check the reset step.
- Tips
- Taking items off first is the key step and the one most often skipped. A photo of the finished shelf makes the reset step clear. Let the student decide how their own room looks; the photo is theirs.
- Limits
- Covers one surface at a time. Tidying a whole room is a larger goal (see the independent-living bedroom template).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-hh-006.
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Goal
By the annual IEP review date, when cleaning their bedroom on their weekly cleaning day, the student will clear the items off the surface, dust it from back to front, wipe each item, and put the items back in their spots, performing all 5 steps independently, on 3 of 4 consecutive weekly checks, as measured by a task-analysis checklist collected weekly.
Baseline: 2 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 Household Skills & Chores.
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 - Household Skills & Chores
- Baseline
- 2 of 5 steps independently.
- Annual goal355 characters
- By the annual IEP review date, when cleaning their bedroom on their weekly cleaning day, the student will clear the items off the surface, dust it from back to front, wipe each item, and put the items back in their spots, performing all 5 steps independently, on 3 of 4 consecutive weekly checks, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When cleaning their bedroom on their weekly cleaning day
- Behavior
- The student will clear the items off the surface, dust it from back to front, wipe each item, and put the items back in their spots
- Criteria
- Performing all 5 steps independently, on 3 of 4 consecutive weekly checks
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
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 all 5 steps independently
- Mastery rule:
- on 3 of 4 consecutive weekly checks
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when cleaning their bedroom on their weekly cleaning day, the student will clear the items off the surface, dust it from back to front, wipe each item, and put the items back in their spots, performing all 5 steps independently, on 3 of 4 consecutive weekly checks, as measured by a task-analysis checklist collected weekly.
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. Moves the items to a nearby clear space | ||||||||
| 2. Dusts the surface from back to front with a dry cloth | ||||||||
| 3. Wipes each item before putting it back | ||||||||
| 4. Puts each item back in its spot, matching the photo | ||||||||
| 5. Shakes out or puts the cloth in the laundry | ||||||||
| 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: 5 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.