Start a needed chore without a reminder
When to use this goal
For students 18 to 21 in a transition program who can do common chores but start them only when staff or family ask. Fits once the student has a set of chores they do without help when asked. Present levels and observation of the chore in a real setting, not grade or age, decide whether this template fits.
- Baseline
- For two weeks, log each chore the student started without being asked, and which chores were done only after a reminder. Agree with the family on which home chores count.
- Tips
- Count only chores started before anyone asked. Keep the menu short and real for the student's home. Thank the student specifically when they start on their own.
- Limits
- Staff may miss chores started out of sight; ask the student to report them. Does not measure quality.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-hh-018.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during the daily routine in the transition program apartment, the student will notice a chore that needs doing, such as a full trash can or a dirty counter, and start it before anyone asks independently at least 4 times per week, in 3 of 4 consecutive weeks, as measured by frequency recording collected daily, totaled weekly.
Baseline: 1 times per 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 week.
- Annual goal357 characters
- By the annual IEP review date, during the daily routine in the transition program apartment, the student will notice a chore that needs doing, such as a full trash can or a dirty counter, and start it before anyone asks independently at least 4 times per week, in 3 of 4 consecutive weeks, as measured by frequency recording collected daily, totaled weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During the daily routine in the transition program apartment
- Behavior
- The student will notice a chore that needs doing, such as a full trash can or a dirty counter, and start it before anyone asks independently
- Criteria
- At least 4 times per week, in 3 of 4 consecutive weeks
- Evaluation method
- Frequency recording
- Schedule
- Daily, totaled 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 week
- Mastery rule:
- in 3 of 4 consecutive weeks
- Collection schedule:
- daily, totaled weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during the daily routine in the transition program apartment, the student will notice a chore that needs doing, such as a full trash can or a dirty counter, and start it before anyone asks independently at least 4 times per week, in 3 of 4 consecutive weeks, as measured by frequency recording collected daily, totaled 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 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.