Zip and unzip a coat for recess
When to use this goal
For students who wait for an adult to start or finish their zipper, or who can pull a started zipper but cannot engage the two sides. Base the choice on observation at the coat hook before recess and dismissal; separating (jacket-style) zippers are much harder than closed-bottom ones.
- Baseline
- Observe at least three real coat transitions and mark each step as independent, prompted, or done by an adult. Try the student's own coat and a classroom practice coat; stiff or tiny zipper pulls cause failures that have nothing to do with skill, and the family may be able to change the coat.
- Tips
- Data collection fits naturally at the coat hook; a paraprofessional can mark steps in a few seconds. Share the step list with the family so practice at home uses the same sequence. Drop the unzip behavior if it is already independent.
- Limits
- Separating zippers vary by coat; a change in coats mid-year can change the data. In warm months there may be no opportunities, so plan the timeline around the school year.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-006.
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Goal
By the annual IEP review date, when putting on a coat with a separating zipper before recess or dismissal, the student will complete the steps of zipping the coat, performing all 6 steps independently, on 4 of 5 consecutive recess or dismissal transitions, as measured by a task-analysis checklist collected daily at the recess or dismissal transition.
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 Fine Motor Skills.
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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Fine Motor Skills
- Baseline
- 2 of 6 steps independently.
- Annual goal352 characters
- By the annual IEP review date, when putting on a coat with a separating zipper before recess or dismissal, the student will complete the steps of zipping the coat, performing all 6 steps independently, on 4 of 5 consecutive recess or dismissal transitions, as measured by a task-analysis checklist collected daily at the recess or dismissal transition.
- Timeframe
- By the annual IEP review date
- Condition
- When putting on a coat with a separating zipper before recess or dismissal
- Behavior
- The student will complete the steps of zipping the coat
- Criteria
- Performing all 6 steps independently, on 4 of 5 consecutive recess or dismissal transitions
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at the recess or dismissal transition
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 all 6 steps independently
- Mastery rule:
- on 4 of 5 consecutive recess or dismissal transitions
- Collection schedule:
- daily at the recess or dismissal transition
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when putting on a coat with a separating zipper before recess or dismissal, the student will complete the steps of zipping the coat, performing all 6 steps independently, on 4 of 5 consecutive recess or dismissal transitions, as measured by a task-analysis checklist collected daily at the recess or dismissal transition.
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. Holds the bottom of the coat with both hands and finds the zipper ends | ||||||||
| 2. Inserts the pin into the slider box | ||||||||
| 3. Pushes the pin all the way down until it stops | ||||||||
| 4. Holds the box side still with the helper hand | ||||||||
| 5. Pulls the slider up to the collar | ||||||||
| 6. Checks that the zipper stayed closed and adjusts the coat | ||||||||
| 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 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.