Move a load to the dryer and clear the lint
When to use this goal
For students who can start a washer but leave wet clothes sitting or start the dryer without clearing the lint screen. Fits once the student loads and starts a washer. 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. Ask the family which dryer they have at home so the school chart matches it.
- Tips
- Clearing lint every load is a fire-prevention habit; score it as its own step. A phone timer for the wash cycle prevents wet clothes sitting. Use the same chart at home and school.
- Limits
- Does not cover sorting or washing (see the independent-living laundry templates). Dryer models vary; retrain on a new machine.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-hh-012.
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Goal
By the annual IEP review date, when the washer finishes a load during a school laundry job, the student will clear the lint screen, move every item from the washer to the dryer, choose the setting on the label chart, and start the dryer, performing at least 6 of 7 steps independently, on 3 of 4 observed loads, as measured by a task-analysis checklist collected at each laundry session.
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 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
- 3 of 7 steps independently.
- Annual goal387 characters
- By the annual IEP review date, when the washer finishes a load during a school laundry job, the student will clear the lint screen, move every item from the washer to the dryer, choose the setting on the label chart, and start the dryer, performing at least 6 of 7 steps independently, on 3 of 4 observed loads, as measured by a task-analysis checklist collected at each laundry session.
- Timeframe
- By the annual IEP review date
- Condition
- When the washer finishes a load during a school laundry job
- Behavior
- The student will clear the lint screen, move every item from the washer to the dryer, choose the setting on the label chart, and start the dryer
- Criteria
- Performing at least 6 of 7 steps independently, on 3 of 4 observed loads
- Evaluation method
- A task-analysis checklist
- Schedule
- At each laundry session
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 3 of 4 observed loads
- Collection schedule:
- at each laundry session
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the washer finishes a load during a school laundry job, the student will clear the lint screen, move every item from the washer to the dryer, choose the setting on the label chart, and start the dryer, performing at least 6 of 7 steps independently, on 3 of 4 observed loads, as measured by a task-analysis checklist collected at each laundry session.
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. Pulls out the lint screen and removes the lint | ||||||||
| 2. Puts the lint in the trash and replaces the screen | ||||||||
| 3. Sets aside any item marked do not dry | ||||||||
| 4. Moves every other item into the dryer | ||||||||
| 5. Checks the washer drum is empty | ||||||||
| 6. Chooses the dryer setting on the chart | ||||||||
| 7. Closes the door and starts the dryer | ||||||||
| 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.