Change bed sheets and make the bed
When to use this goal
For students who sleep in a bed someone else changes. A fitted sheet is the hardest step for many; present levels in two-handed tasks 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. Use the student's own bed size; a twin bed and a queen bed are different tasks.
- Tips
- Tags on the fitted sheet corners help with orientation. Families can send a photo of the finished bed as the record.
- Limits
- Relies on family records when done at home. Students with limited reach may need a lower bed or help with the far side.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-il-029.
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Goal
By the annual IEP review date, on sheet-changing day at home, with clean sheets and pillowcases, as recorded by the family, the student will strip the bed, put on clean sheets, and make the bed, performing at least 7 of 8 steps independently, on 3 consecutive sheet-changing days, 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 goal339 characters
- By the annual IEP review date, on sheet-changing day at home, with clean sheets and pillowcases, as recorded by the family, the student will strip the bed, put on clean sheets, and make the bed, performing at least 7 of 8 steps independently, on 3 consecutive sheet-changing days, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- On sheet-changing day at home, with clean sheets and pillowcases, as recorded by the family
- Behavior
- The student will strip the bed, put on clean sheets, and make the bed
- Criteria
- Performing at least 7 of 8 steps independently, on 3 consecutive sheet-changing 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 7 of 8 steps independently
- Mastery rule:
- on 3 consecutive sheet-changing days
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on sheet-changing day at home, with clean sheets and pillowcases, as recorded by the family, the student will strip the bed, put on clean sheets, and make the bed, performing at least 7 of 8 steps independently, on 3 consecutive sheet-changing 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. Takes off the pillowcases, sheets, and blanket | ||||||||
| 2. Puts the used sheets in the laundry basket | ||||||||
| 3. Puts the fitted sheet on each corner of the mattress | ||||||||
| 4. Lays the flat sheet or blanket over the bed | ||||||||
| 5. Puts clean pillowcases on the pillows | ||||||||
| 6. Spreads the blanket or comforter over the bed | ||||||||
| 7. Places the pillows at the head of the bed | ||||||||
| 8. Carries the used sheets to the washer | ||||||||
| 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.