Pull up the covers and set the pillow
When to use this goal
For young students starting simple morning chores at home or practicing in a rest area at school. This is a first bed routine with a fitted sheet already on. Present levels and observation of the chore in a real setting, not grade or age, decide whether this template fits.
- Baseline
- Ask the family to mark the steps for a week, using the picture list, and to note any steps they did for the child. Match the steps to the child's actual bed (bunk beds are harder).
- Tips
- A light comforter with no top sheet is a fair way to start. Accept a made bed that is neat enough for the family; it does not need to be perfect. Families usually take data, so keep the sheet simple.
- Limits
- Relies on family report. Does not cover changing sheets, which is a later skill (see the independent-living sheet-changing template).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-hh-007.
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Goal
By the annual IEP review date, after getting up on school mornings, as reported on the family log, the student will pull the sheet and comforter up to the top of the bed, smooth them flat, and put the pillow at the top, performing at least 4 of 5 steps independently, on 4 of 5 school mornings, as measured by a task-analysis checklist collected each school morning, from a family log reviewed weekly.
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 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
- 1 of 5 steps independently.
- Annual goal401 characters
- By the annual IEP review date, after getting up on school mornings, as reported on the family log, the student will pull the sheet and comforter up to the top of the bed, smooth them flat, and put the pillow at the top, performing at least 4 of 5 steps independently, on 4 of 5 school mornings, as measured by a task-analysis checklist collected each school morning, from a family log reviewed weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After getting up on school mornings, as reported on the family log
- Behavior
- The student will pull the sheet and comforter up to the top of the bed, smooth them flat, and put the pillow at the top
- Criteria
- Performing at least 4 of 5 steps independently, on 4 of 5 school mornings
- Evaluation method
- A task-analysis checklist
- Schedule
- Each school morning, from a family log reviewed 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 at least 4 of 5 steps independently
- Mastery rule:
- on 4 of 5 school mornings
- Collection schedule:
- each school morning, from a family log reviewed weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after getting up on school mornings, as reported on the family log, the student will pull the sheet and comforter up to the top of the bed, smooth them flat, and put the pillow at the top, performing at least 4 of 5 steps independently, on 4 of 5 school mornings, as measured by a task-analysis checklist collected each school morning, from a family log reviewed 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. Picks up the pillow and stuffed items | ||||||||
| 2. Pulls the top sheet up to the top edge | ||||||||
| 3. Pulls the comforter up to the top edge | ||||||||
| 4. Smooths the covers with both hands | ||||||||
| 5. Puts the pillow back at the top | ||||||||
| 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.