IEP goals for household chores
By the IEP Atlas editorial teamLast updated
Short answer
Chores IEP goals teach a student to finish a household job, such as wiping a table, emptying trash or loading a dishwasher, with less help over time. A strong goal names the chore, the setting, the support and a criterion, like emptying 4 of 4 classroom wastebaskets and replacing the liners on 4 of 5 days.
Chores are some of the most useful life skills goals because they are short, repeat every day and have a clear finish. A clean table is a clean table. They also give a student a real role: the classroom recycling job, setting the family dinner table, feeding the dog. A student with a job is a helper, not only the person being helped.
Below are 12 chores goals in four groups, each with an illustrative baseline and a library template, plus a chores-by-age table families can use at home. The life skills IEP goals pillar shows where chores fit among other home and community skills.
Choosing a chores goal
| Student profile | Sub-skill | Measure | Data sheet |
|---|---|---|---|
| Starts a chore but leaves it half done | Finishing one chore to a standard | Steps independent | Task analysis data sheet |
| Finishes when shown, never starts alone | Starting chores at the right time | Chores started without a reminder | Opportunity data sheet |
| Does one chore well, nothing else | Adding chores and following a chart | Chores done out of assigned | Opportunity data sheet |
| Walks past spills and full bins | Noticing what needs doing | Problems found and fixed out of planted | Opportunity data sheet |
Pick chores the student will really do at home. Ask the family which ones would help most. A chore practiced at school and expected at home moves much faster than one that exists only on the IEP.
Goals for finishing a chore
| Goal | Baseline (illustrative) | Measure | Template |
|---|---|---|---|
| 1. After snack, the student will clear the table, spray it and wipe it in rows, including edges, completing 6 of 6 steps on 4 of 5 days. | 2 of 6 steps | Task analysis | Template |
| 2. Before dismissal, the student will empty 4 of 4 classroom wastebaskets into the large bin and replace each liner on 4 of 5 days. | 1 of 4 baskets with liner | Task analysis | Template |
| 3. Using a broom and dustpan, the student will sweep a marked 6-by-6-foot area so no crumbs remain, 7 of 7 steps, on 3 consecutive probes. | 3 of 7 steps | Task analysis | Template |
Mark the space with painter's tape or a table outline. A clear boundary tells the student where the job ends. For more on breaking a chore into steps, see task analysis examples.
Weak: "The student will help clean the classroom."
Measurable: "After snack, the student will clear the table, spray it and wipe it in rows, including edges, completing 6 of 6 steps on 4 of 5 days, measured by task analysis."
Goals for starting chores without a reminder
| Goal | Baseline (illustrative) | Measure | Template |
|---|---|---|---|
| 4. When the classroom job chart shows the student's job, the student will start the job within 2 minutes without a verbal reminder on 8 of 10 days. | 1 of 10 days | Opportunities | Template |
| 5. After eating at home, the student will rinse their own dishes and put them in the dishwasher on 5 of 7 days by family check sheet. | 1 of 7 days | Opportunities | Template |
| 6. Before leaving for school, the student will make the bed (covers pulled up, pillow placed) on 4 of 5 school days for 3 weeks. | 0 of 5 days | Frequency | Template |
Weak: "The student will do chores when asked."
Measurable: "When the classroom job chart shows the student's job, the student will start the job within 2 minutes without a verbal reminder on 8 of 10 days, measured on an opportunity data sheet."
Goals for following a chore chart
| Goal | Baseline (illustrative) | Measure | Template |
|---|---|---|---|
| 7. Using a weekly picture chore chart, the student will complete and check off 5 of 5 chores by their due day for 4 consecutive weeks. | 2 of 5 chores | Frequency | Template |
| 8. The student will unload the dishwasher and put dishes in the labeled cabinets, 20 of 20 items placed correctly, on 3 of 4 probes. | 9 of 20 items | Task analysis | Template |
| 9. Using a 6-item photo of a "done" room, the student will tidy the bedroom to match the photo on 3 of 4 weekly checks. | 2 of 6 items | Task analysis | Template |
A photo of the finished room works better than "clean your room," which means something different to every person.
Weak: "The student will keep the bedroom clean."
Measurable: "Using a 6-item photo of a finished room, the student will tidy the bedroom to match the photo on 3 of 4 weekly checks, measured by task analysis."
Goals for noticing what needs doing
These goals are for students who can do the chores but do not see the need. Plant problems, such as a full trash bag or crumbs on a table, and count how many the student finds.
| Goal | Baseline (illustrative) | Measure | Template |
|---|---|---|---|
| 10. When a spill happens at the student's table, the student will get paper towels and wipe it up within 1 minute on 4 of 5 occasions. | Waits for an adult on 5 of 5 | Opportunities | Template |
| 11. During a 5-minute room scan, the student will find and fix 4 of 5 planted cleaning needs on 3 consecutive probes. | 1 of 5 | Opportunities | Template |
| 12. When the recycling or trash bin is full, the student will take it out and replace the liner on 3 of 4 occasions without being told. | 0 of 4 | Opportunities | Template |
Weak: "The student will take initiative with chores."
Measurable: "During a 5-minute room scan, the student will find and fix 4 of 5 planted cleaning needs on 3 consecutive probes, measured on an opportunity data sheet."
Chores for special needs kids by age
Families often ask which chores fit their child. The table below gives starting points. Match the chore to the child's skills, not just age. Many 15-year-olds start with the "ages 4 to 7" column, and that is fine.
| Age range | Chores to try | What to expect at first |
|---|---|---|
| 4 to 7 | Put toys in a bin, put clothes in the hamper, feed a pet with help | 1 or 2 steps, with an adult beside them |
| 8 to 11 | Set and clear the table, pair socks, wipe the table, water plants | A short picture list, a reminder to start |
| 12 to 15 | Load and unload the dishwasher, empty trash, vacuum one room, fold towels | A chart, a check when done |
| 16 and older | Clean a bathroom, do a load of laundry, take bins to the curb, cook a simple meal | Independence with a weekly schedule |
A few tips for home:
- Keep it short. A chore that takes 5 minutes gets done. One that takes 40 turns into a fight.
- Show the finished job. A photo of a set table beats a long explanation.
- Do it at the same time each day. Right after dinner works better than "sometime tonight."
- Praise the effort, then check the result. Fix one thing at a time.
How to measure chores goals
Use task analysis for goals about finishing a chore. List the steps on the task analysis data sheet and score 2 or 3 probes a week. Count only the steps the student did without help.
Use the opportunities method for starting and noticing goals. Each scheduled chore time or each planted problem is one opportunity. Record yes or no.
Home data works well for chores. A fridge chart with one box per day lets the family record whether the chore happened. Label it as family report in the progress report.
Adapting by support level
| Support level | Focus | Criterion example |
|---|---|---|
| High | One short chore, picture steps, adult nearby | 4 of 6 table-wiping steps on 4 of 5 days |
| Moderate | Two or three chores, job chart, reminder to start | 5 of 5 weekly chores for 4 weeks |
| Low | Noticing needs, adding new chores, home routines | 4 of 5 planted needs found and fixed |
The household skills goals page holds 20 templates for cleaning, dishes, trash and laundry. Laundry has its own laundry IEP goals page. For older students, the independent living goals page and the transition independent living goals page cover running a home. The functional skills hub links every related skill. Paste your draft into the goal checker before the meeting.
The IEP must include goals that meet the student's functional needs, not only academic ones.[1] Chores are a clear, measurable way to do that.
Frequently asked questions
Are chores appropriate IEP goals?
Yes, when they meet a functional need from present levels. Chores build independence, sequencing and responsibility, and they carry over to home and work. They should be measured like any other goal, usually by task analysis or opportunity data.
What chores can a child with a disability start with?
Short chores with a clear finish: putting clothes in the hamper, wiping a table, feeding a pet, setting out napkins. Show a photo of the finished job, stay close at first, and add steps as the child succeeds.
How can parents help with chore goals at home?
Pick the same chore the school is teaching, do it at the same time each day, and use the same picture steps. Mark a simple chart when it is done and share it with the teacher every week or two.
Use it in IEP Atlas
- Household skills goals (functional skills)
- Independent living goals (transition)
- Functional skills IEP goals
- Task analysis data sheet
- IEP goal checker
Related guides
- Life skills IEP goals: the complete map by domain
- Functional IEP goal examples for independence at school, home and work
- Independent living IEP goals
- IEP goals for laundry
- Daily living skills IEP goals
Sources
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.