Fold and put away clean laundry
When to use this goal
For students who take clothes out of the dryer but leave them in the basket or on the bed. Present levels in fine motor skill decide fit, not grade; a folding board can stand in for hand folding.
- 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. Judge folding by whether the item fits its drawer flat, not by a set fold style.
- Tips
- Drawer photo labels help students who are still matching items to places. Fold the student's own clothes so the routine transfers to home.
- Limits
- Folding quality is hard to score the same way across observers; agree on what counts first. Does not cover washing or drying.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-il-023.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a basket of the student's clean laundry and the dresser or closet where it goes, the student will fold the clean laundry and put each item away, performing at least 6 of 7 steps independently, on 4 of 5 observed laundry days, as measured by a task-analysis checklist collected weekly.
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 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
- 2 of 7 steps independently.
- Annual goal321 characters
- By the annual IEP review date, given a basket of the student's clean laundry and the dresser or closet where it goes, the student will fold the clean laundry and put each item away, performing at least 6 of 7 steps independently, on 4 of 5 observed laundry days, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a basket of the student's clean laundry and the dresser or closet where it goes
- Behavior
- The student will fold the clean laundry and put each item away
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 observed laundry days
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
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 4 of 5 observed laundry days
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a basket of the student's clean laundry and the dresser or closet where it goes, the student will fold the clean laundry and put each item away, performing at least 6 of 7 steps independently, on 4 of 5 observed laundry days, as measured by a task-analysis checklist collected weekly.
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. Empties the basket onto a clean surface | ||||||||
| 2. Pairs the socks | ||||||||
| 3. Folds shirts | ||||||||
| 4. Folds pants and shorts | ||||||||
| 5. Hangs items that go on hangers | ||||||||
| 6. Puts each folded item in its drawer or shelf | ||||||||
| 7. Returns the empty basket to its place | ||||||||
| 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.