Fold a T-shirt with a folding board
When to use this goal
For students who ball up or loosely fold shirts so they do not fit in a drawer. A folding board gives the same result each time and suits students who find hand folding hard. 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. Score the first shirt of each session so data are not raised by repetition.
- Tips
- Number the board panels so the order is clear, then remove the numbers. Move to hand folding later if the family prefers. A school laundry job gives real practice volume.
- Limits
- Covers T-shirts only. Pants, towels, and hanging clothes need their own steps.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-hh-011.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a school laundry job with a basket of clean T-shirts, the student will lay the shirt face down on the board, fold each side panel in, fold the bottom up, and stack the shirt, performing at least 5 of 6 steps independently, on 4 of 5 observed sessions, as measured by a task-analysis checklist collected twice weekly.
Baseline: 2 of 6 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 6 steps independently.
- Annual goal354 characters
- By the annual IEP review date, during a school laundry job with a basket of clean T-shirts, the student will lay the shirt face down on the board, fold each side panel in, fold the bottom up, and stack the shirt, performing at least 5 of 6 steps independently, on 4 of 5 observed sessions, as measured by a task-analysis checklist collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a school laundry job with a basket of clean T-shirts
- Behavior
- The student will lay the shirt face down on the board, fold each side panel in, fold the bottom up, and stack the shirt
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 observed sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice 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 5 of 6 steps independently
- Mastery rule:
- on 4 of 5 observed sessions
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a school laundry job with a basket of clean T-shirts, the student will lay the shirt face down on the board, fold each side panel in, fold the bottom up, and stack the shirt, performing at least 5 of 6 steps independently, on 4 of 5 observed sessions, as measured by a task-analysis checklist collected twice 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. Lays the shirt face down with the collar at the top of the board | ||||||||
| 2. Smooths out wrinkles | ||||||||
| 3. Flips the left panel over | ||||||||
| 4. Flips the right panel over | ||||||||
| 5. Flips the bottom panel up | ||||||||
| 6. Lifts the folded shirt off and places it on the stack | ||||||||
| 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 6).
- 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.