Make the bed before leaving for school
When to use this goal
For teens who can make a bed but rarely do it unless a parent asks. The goal measures doing it as part of the morning, not the skill itself. 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 log for two weeks whether the bed was made before the student left, and whether anyone reminded them. A quick photo the student sends to their case manager is a private way to check.
- Tips
- Agree with the student on what made means for their bed. A photo check builds ownership and gives the school data without a family log. Pair with a morning checklist goal if several steps are missed.
- Limits
- Home data rely on report or photos. Mornings with early starts or illness should be left out of the count.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-hh-008.
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Goal
By the annual IEP review date, on school mornings, with making the bed listed on their morning checklist, the student will make their bed with the covers pulled up and smooth and the pillow at the top before leaving the house independently at least 4 times per five-day school week, in 3 of 4 consecutive weeks, as measured by frequency recording collected daily, from a family log or a photo the student sends, reviewed weekly.
Baseline: 1 times per five-day school week.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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 times per five-day school week.
- Annual goal428 characters
- By the annual IEP review date, on school mornings, with making the bed listed on their morning checklist, the student will make their bed with the covers pulled up and smooth and the pillow at the top before leaving the house independently at least 4 times per five-day school week, in 3 of 4 consecutive weeks, as measured by frequency recording collected daily, from a family log or a photo the student sends, reviewed weekly.
- Timeframe
- By the annual IEP review date
- Condition
- On school mornings, with making the bed listed on their morning checklist
- Behavior
- The student will make their bed with the covers pulled up and smooth and the pillow at the top before leaving the house independently
- Criteria
- At least 4 times per five-day school week, in 3 of 4 consecutive weeks
- Evaluation method
- Frequency recording
- Schedule
- Daily, from a family log or a photo the student sends, reviewed weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 4 times per five-day school week
- Mastery rule:
- in 3 of 4 consecutive weeks
- Collection schedule:
- daily, from a family log or a photo the student sends, reviewed weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, on school mornings, with making the bed listed on their morning checklist, the student will make their bed with the covers pulled up and smooth and the pillow at the top before leaving the house independently at least 4 times per five-day school week, in 3 of 4 consecutive weeks, as measured by frequency recording collected daily, from a family log or a photo the student sends, reviewed weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per five-day school week.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.