Shut off the water and report a leak
When to use this goal
For students preparing to live on their own who would watch a leak spread or wait for someone else. Needs finding and turning a shut-off valve; present levels and grip strength 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. Run scenarios with the water already off at the main so practice never floods the room.
- Tips
- Safety steps are scored all-or-nothing, so the target is every step. Add the building's main shut-off location to the student's phone notes.
- Limits
- This goal teaches a routine; it does not replace a fire, medical, or emergency plan written by the family, the nurse, or the program. Safety steps are scored as all-or-nothing, so the target is every step. Valves that are stuck or corroded need a landlord or plumber; teach the student to report rather than force them.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-il-037.
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Goal
By the annual IEP review date, during a practice leak scenario under the training apartment sink, with the valve location marked, the student will turn off the water at the valve and report the leak, performing all 6 steps independently, on 3 consecutive practice scenarios, as measured by a task-analysis checklist collected every two weeks.
Baseline: 1 of 6 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
- 1 of 6 steps independently.
- Annual goal342 characters
- By the annual IEP review date, during a practice leak scenario under the training apartment sink, with the valve location marked, the student will turn off the water at the valve and report the leak, performing all 6 steps independently, on 3 consecutive practice scenarios, as measured by a task-analysis checklist collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During a practice leak scenario under the training apartment sink, with the valve location marked
- Behavior
- The student will turn off the water at the valve and report the leak
- Criteria
- Performing all 6 steps independently, on 3 consecutive practice scenarios
- Evaluation method
- A task-analysis checklist
- Schedule
- Every two weeks
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 6 steps independently
- Mastery rule:
- on 3 consecutive practice scenarios
- Collection schedule:
- every two weeks
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a practice leak scenario under the training apartment sink, with the valve location marked, the student will turn off the water at the valve and report the leak, performing all 6 steps independently, on 3 consecutive practice scenarios, as measured by a task-analysis checklist collected every two weeks.
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. Notices the water and moves electrical cords or devices away from it | ||||||||
| 2. Finds the shut-off valve for that sink or toilet | ||||||||
| 3. Turns the valve to the right until the water stops | ||||||||
| 4. Puts towels or a bucket under the leak | ||||||||
| 5. Calls or texts the landlord, staff, or family and says where the leak is | ||||||||
| 6. Leaves the valve off until the repair is made | ||||||||
| 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 6).
- 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.