Iron or steam a shirt for work
When to use this goal
For students starting a job or internship with a dress code who arrive with wrinkled clothes. A handheld steamer is a lower-risk start than an iron; present levels and hand control 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. Decide on iron or steamer before the baseline; the steps and the burn risk differ.
- Tips
- Tie the goal to the student's actual work clothes and shift days. Wrinkle-free shirts may be an easier route for some; the team and student can choose.
- Limits
- Burn risk: staff stay close until the student turns the tool off and sets it to cool every time. Does not cover laundering the shirt.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-il-025.
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Goal
By the annual IEP review date, the evening before a work shift, at home, with the work shirt and an iron and board or a handheld steamer, the student will remove the wrinkles from the shirt and hang it for the next day, performing at least 7 of 8 steps independently, on 3 consecutive observed sessions, as measured by a task-analysis checklist collected weekly.
Baseline: 2 of 8 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 8 steps independently.
- Annual goal362 characters
- By the annual IEP review date, the evening before a work shift, at home, with the work shirt and an iron and board or a handheld steamer, the student will remove the wrinkles from the shirt and hang it for the next day, performing at least 7 of 8 steps independently, on 3 consecutive observed sessions, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- The evening before a work shift, at home, with the work shirt and an iron and board or a handheld steamer
- Behavior
- The student will remove the wrinkles from the shirt and hang it for the next day
- Criteria
- Performing at least 7 of 8 steps independently, on 3 consecutive observed sessions
- 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 7 of 8 steps independently
- Mastery rule:
- on 3 consecutive observed sessions
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, the evening before a work shift, at home, with the work shirt and an iron and board or a handheld steamer, the student will remove the wrinkles from the shirt and hang it for the next day, performing at least 7 of 8 steps independently, on 3 consecutive observed sessions, 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. Checks the care label for the heat setting | ||||||||
| 2. Fills the iron or steamer with water | ||||||||
| 3. Sets the heat and waits for it to warm up | ||||||||
| 4. Steams or irons the collar and cuffs | ||||||||
| 5. Steams or irons the sleeves | ||||||||
| 6. Steams or irons the front and back | ||||||||
| 7. Hangs the shirt on a hanger | ||||||||
| 8. Turns off and unplugs the tool and sets it where it can cool | ||||||||
| 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 8).
- 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.