Wash and dry clothes at a laundromat
When to use this goal
For young adults who can run a washer at home or school and will need a laundromat or shared apartment laundry room, where machines take cards, coins, or an app. Present levels and money handling decide fit, not grade.
- Baseline
- Run the routine on at least 3 separate days in the setting where it will be measured before setting a target. Mark each step as independent, prompted (note the prompt type), or not done, and count only independent steps. Note the steps missed most often; they usually need direct teaching, not just more practice. Machines and payment systems differ by laundromat; take the baseline at the laundromat the student will keep using.
- Tips
- Plan what the student does during the wait (a phone timer, a book, music) and teach coming back on time; leaving laundry is a common reason clothes go missing.
- Limits
- Does not cover sorting; see the care-label goal. Laundromat trips take an hour or more, so they may be the whole community session.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-il-022.
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Goal
By the annual IEP review date, on a community trip to a laundromat, with a sorted load of the student's laundry, detergent, and a laundry card or coins, the student will wash, dry, and fold a load of laundry at the laundromat, performing at least 10 of 12 steps independently, on 3 consecutive laundromat trips, as measured by a task-analysis checklist collected weekly on community trips.
Baseline: 4 of 12 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 Independent Living.
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
- Transition & Postsecondary Skills - Independent Living
- Baseline
- 4 of 12 steps independently.
- Annual goal389 characters
- By the annual IEP review date, on a community trip to a laundromat, with a sorted load of the student's laundry, detergent, and a laundry card or coins, the student will wash, dry, and fold a load of laundry at the laundromat, performing at least 10 of 12 steps independently, on 3 consecutive laundromat trips, as measured by a task-analysis checklist collected weekly on community trips.
- Timeframe
- By the annual IEP review date
- Condition
- On a community trip to a laundromat, with a sorted load of the student's laundry, detergent, and a laundry card or coins
- Behavior
- The student will wash, dry, and fold a load of laundry at the laundromat
- Criteria
- Performing at least 10 of 12 steps independently, on 3 consecutive laundromat trips
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly on community trips
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 10 of 12 steps independently
- Mastery rule:
- on 3 consecutive laundromat trips
- Collection schedule:
- weekly on community trips
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on a community trip to a laundromat, with a sorted load of the student's laundry, detergent, and a laundry card or coins, the student will wash, dry, and fold a load of laundry at the laundromat, performing at least 10 of 12 steps independently, on 3 consecutive laundromat trips, as measured by a task-analysis checklist collected weekly on community trips.
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. Finds an open washer that fits the load size | ||||||||
| 2. Loads the clothes without packing the drum | ||||||||
| 3. Adds detergent to the correct place | ||||||||
| 4. Chooses the water temperature for the load | ||||||||
| 5. Pays with coins, a card, or the app | ||||||||
| 6. Starts the washer and notes the end time | ||||||||
| 7. Waits nearby or returns before the cycle ends | ||||||||
| 8. Moves the clothes to a dryer and cleans the lint screen | ||||||||
| 9. Pays for and starts the dryer on the setting for the load | ||||||||
| 10. Removes clothes when the dryer stops | ||||||||
| 11. Folds the clothes or puts them in a bag | ||||||||
| 12. Checks the machines for anything left behind | ||||||||
| 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: 10 of 12).
- 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.