Tie shoelaces with a double knot
When to use this goal
For students who can manage other fasteners but cannot tie shoes, including older students who have relied on hook-and-loop shoes and now want laces. Readiness is shown by being able to cross and pull laces tight; present levels in that first step decide fit.
- Baseline
- Run three trials on a practice shoe and three on the student's own shoe, since bending to reach the foot adds a balance demand. Mark each step independent, prompted, or adult-completed. Agree on one tying method (two loops or one loop) before baseline so all adults teach the same steps.
- Tips
- Teach with the shoe on the foot as early as possible. Two-color laces make the steps visible for teaching and can be faded. For older students, keep practice private and brief to protect dignity; many prefer to practice in the OT room rather than in front of peers.
- Limits
- If after a reasonable trial the student is not progressing, elastic laces or hook-and-loop shoes are a legitimate accommodation and the goal should be retired rather than carried for years. The step list assumes the two-loop method; change it if another method is taught.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-008.
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Goal
By the annual IEP review date, when a shoelace comes untied during the school day, the student will complete the steps of tying the shoelace, performing all 7 steps independently, on 4 of 5 consecutive trials, as measured by a task-analysis checklist collected twice weekly during OT or before PE.
Baseline: 2 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 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 7 steps independently.
- Annual goal297 characters
- By the annual IEP review date, when a shoelace comes untied during the school day, the student will complete the steps of tying the shoelace, performing all 7 steps independently, on 4 of 5 consecutive trials, as measured by a task-analysis checklist collected twice weekly during OT or before PE.
- Timeframe
- By the annual IEP review date
- Condition
- When a shoelace comes untied during the school day
- Behavior
- The student will complete the steps of tying the shoelace
- Criteria
- Performing all 7 steps independently, on 4 of 5 consecutive trials
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly during OT or before PE
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 7 steps independently
- Mastery rule:
- on 4 of 5 consecutive trials
- Collection schedule:
- twice weekly during OT or before PE
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when a shoelace comes untied during the school day, the student will complete the steps of tying the shoelace, performing all 7 steps independently, on 4 of 5 consecutive trials, as measured by a task-analysis checklist collected twice weekly during OT or before PE.
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. Crosses the laces to make an X | ||||||||
| 2. Tucks one lace under the X and pulls both laces tight | ||||||||
| 3. Makes a loop with one lace | ||||||||
| 4. Wraps the other lace around the loop | ||||||||
| 5. Pushes the wrapped lace through the hole to make a second loop | ||||||||
| 6. Pulls both loops tight | ||||||||
| 7. Repeats the wrap to make a double knot | ||||||||
| 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: 7 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.