Replace a light bulb with the power off
When to use this goal
For students preparing for their own place who wait for someone else to change a bulb. Needs reaching the fixture with a stable step stool; present levels and balance decide fit, not grade. Ceiling fixtures may be a staff or landlord job.
- 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. Start with a lamp before any fixture that needs a step stool.
- Tips
- Power-off and cool-down steps are scored every time, so the target is all steps. Teach reading the wattage limit on the fixture.
- 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. Broken bulbs and ceiling fixtures above a step stool's reach are for staff, family, or the landlord.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-il-050.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, at a lamp or low fixture in the training apartment, with a replacement bulb and a step stool, the student will switch off the power, let the bulb cool, and replace it with the matching bulb, performing all 7 steps independently, on 3 consecutive opportunities, as measured by a task-analysis checklist collected every two weeks.
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 goal359 characters
- By the annual IEP review date, at a lamp or low fixture in the training apartment, with a replacement bulb and a step stool, the student will switch off the power, let the bulb cool, and replace it with the matching bulb, performing all 7 steps independently, on 3 consecutive opportunities, as measured by a task-analysis checklist collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- At a lamp or low fixture in the training apartment, with a replacement bulb and a step stool
- Behavior
- The student will switch off the power, let the bulb cool, and replace it with the matching bulb
- Criteria
- Performing all 7 steps independently, on 3 consecutive opportunities
- 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 7 steps independently
- Mastery rule:
- on 3 consecutive opportunities
- Collection schedule:
- every two weeks
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at a lamp or low fixture in the training apartment, with a replacement bulb and a step stool, the student will switch off the power, let the bulb cool, and replace it with the matching bulb, performing all 7 steps independently, on 3 consecutive opportunities, 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. Turns off the switch or unplugs the lamp | ||||||||
| 2. Waits for the bulb to cool before touching it | ||||||||
| 3. Reads the old bulb's base and wattage | ||||||||
| 4. Picks a matching new bulb | ||||||||
| 5. Unscrews the old bulb | ||||||||
| 6. Screws in the new bulb until snug | ||||||||
| 7. Turns the power back on to test it and puts the old bulb in the trash | ||||||||
| 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 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.