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Household Skills & Chores IEP goals

Household skills goals help a student take care of the spaces they live and learn in: wiping tables, sweeping and vacuuming, making a bed, doing laundry, handling trash and dishes, and, for older students, noticing what needs doing and following a chore chart without reminders. Good goals use real chores in a real place, at school jobs, at home, or in a transition apartment. Measure chore steps with a task analysis, everyday habits with opportunities, and chores started or finished with frequency over a week.

20 templates · How we write and review goals

Sample household skills & chores goals

Numbers are illustrative; set targets from the student's own baseline (how templates are made).

  • K-2, 3-5Task-analysis steps

    Spray and wipe a table in sections

    Wiping tables and counters

    By the annual IEP review date, after snack or lunch at their table, the student will clear the table, spray it, and wipe it in rows from one side to the other, pushing crumbs into their hand or a dustpan, performing at least 5 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected daily after snack.

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  • 3-5, K-2Opportunities

    Wipe up a spill right away

    Wiping tables and counters

    By the annual IEP review date, when they spill a drink, paint water, or food at the table, the student will get a paper towel or cloth, wipe up the spill, and throw the towel away before an adult points out the spill in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly checks, as measured by frequency recording collected each time a spill happens, summarized weekly.

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  • 3-5Task-analysis steps

    Sweep crumbs into a dustpan

    Sweeping, mopping and vacuuming

    By the annual IEP review date, after lunch or snack in the classroom, the student will sweep the area into one pile, hold the dustpan flat to the floor, sweep the pile in, and empty it into the trash, performing at least 5 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected three times a week.

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  • 3-5, 6-8Task-analysis steps

    Run a stick vacuum under classroom tables

    Sweeping, mopping and vacuuming

    By the annual IEP review date, at the end of the day as their assigned classroom job, the student will push in or stack the chairs, vacuum under each table in rows, empty the bin, and put the vacuum on its charger, performing at least 6 of 7 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at the end of the day.

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  • 9-12, 6-8Task-analysis steps

    Mop a small floor area with a spin mop

    Sweeping, mopping and vacuuming

    By the annual IEP review date, when the kitchen or bathroom floor in the life-skills room needs mopping, the student will fill the bucket to the line, wring the mop in the spinner, mop from the far corner toward the door, and set out the wet floor sign, performing at least 7 of 8 steps independently, on 3 of 4 observed mopping sessions, as measured by a task-analysis checklist collected weekly.

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  • 9-12, 6-8Task-analysis steps

    Dust and reset a shelf or dresser top

    Dusting and tidying a room

    By the annual IEP review date, when cleaning their bedroom on their weekly cleaning day, the student will clear the items off the surface, dust it from back to front, wipe each item, and put the items back in their spots, performing all 5 steps independently, on 3 of 4 consecutive weekly checks, as measured by a task-analysis checklist collected weekly.

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  • K-2, 3-5Task-analysis steps

    Pull up the covers and set the pillow

    Making a bed

    By the annual IEP review date, after getting up on school mornings, as reported on the family log, the student will pull the sheet and comforter up to the top of the bed, smooth them flat, and put the pillow at the top, performing at least 4 of 5 steps independently, on 4 of 5 school mornings, as measured by a task-analysis checklist collected each school morning, from a family log reviewed weekly.

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  • 9-12, 6-8Frequency

    Make the bed before leaving for school

    Making a bed

    By the annual IEP review date, on school mornings, with making the bed listed on their morning checklist, the student will make their bed with the covers pulled up and smooth and the pillow at the top before leaving the house independently at least 4 times per five-day school week, in 3 of 4 consecutive weeks, as measured by frequency recording collected daily, from a family log or a photo the student sends, reviewed weekly.

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  • 3-5, K-2Opportunities

    Put worn clothes in the hamper each evening

    Laundry: sort, wash, dry, fold, put away

    By the annual IEP review date, when changing into pajamas in the evening, the student will put their worn clothes and socks in the hamper independently in at least 6 of 7 opportunities, in 3 of 4 consecutive weeks, as measured by direct observation collected each evening, from a family log reviewed weekly.

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  • 3-5Opportunities

    Pair clean socks from a laundry basket

    Laundry: sort, wash, dry, fold, put away

    By the annual IEP review date, given a basket with 6 pairs of mixed clean socks, the student will find the matching sock for each sock and fold or roll each pair together independently on at least 5 of 6 items, on 3 of 4 consecutive practice sessions, as measured by opportunity-by-opportunity data collected twice weekly.

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  • 6-8, 3-5Task-analysis steps

    Fold a T-shirt with a folding board

    Laundry: sort, wash, dry, fold, put away

    By the annual IEP review date, during a school laundry job with a basket of clean T-shirts, the student will lay the shirt face down on the board, fold each side panel in, fold the bottom up, and stack the shirt, performing at least 5 of 6 steps independently, on 4 of 5 observed sessions, as measured by a task-analysis checklist collected twice weekly.

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  • 6-8, 9-12Task-analysis steps

    Move a load to the dryer and clear the lint

    Laundry: sort, wash, dry, fold, put away

    By the annual IEP review date, when the washer finishes a load during a school laundry job, the student will clear the lint screen, move every item from the washer to the dryer, choose the setting on the label chart, and start the dryer, performing at least 6 of 7 steps independently, on 3 of 4 observed loads, as measured by a task-analysis checklist collected at each laundry session.

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8 more household skills & chores templates

Each opens in the builder with its sample goal, notes, objectives, and data sheet.

What household skills & chores involves

  • Wiping tables and counters and cleaning up spills
  • Sweeping, mopping, and vacuuming a floor
  • Dusting surfaces and putting a room back in order
  • Making a bed
  • Doing laundry: hamper, washer and dryer, folding, and putting away
  • Emptying trash, sorting recycling, rinsing and unloading dishes, and following a weekly chore chart

Baseline and measurement considerations

  • Break each chore into 5 to 8 steps an observer can mark and count only the steps done without a prompt.
  • Use the same tools and space the student will use; a new vacuum or kitchen layout changes the steps.
  • Score habits such as rinsing dishes or using the hamper as opportunities, one for each meal or evening.
  • Count chores started without a reminder or finished by their due day as frequency per week, with the family or apartment staff logging.
  • Agree with the family on which home chores count and keep the log short, since families collect most home data.

Progress-monitoring methods used in these templates

  • Task-analysis checklist: A routine is broken into ordered steps; each step is recorded as independent, supported, or not completed.
  • Frequency (event) recording: Each occurrence of a clearly defined behavior is tallied during a fixed observation period.
  • Direct observation: An adult observes and records the defined behavior during a specified activity.
  • Opportunity (trial) recording: Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.

How each measure works

Matching data sheets

Each template links to a blank sheet built for its measure. You can also download these sheets on their own:

  • Task-analysis checklist: Marks each step of a routine as independent, with support, or not completed across sessions.
  • Opportunity tracker: Records each opportunity as independent, prompted, or not demonstrated.
  • Frequency & rate tracker: Counts a defined behavior during a fixed observation period. Calculates rate when time is recorded.

Common mistakes when writing household skills & chores goals

  • Writing "will complete chores", which names no chore, steps, or measure.
  • Teaching chores only as worksheets or role-play instead of in a real kitchen, laundry room, or classroom job.
  • Leaving out the noticing step; many students clean well when told but do not see what needs doing.
  • Mixing cleaning-product safety into a chore goal instead of writing it as its own goal.
  • Setting a home goal without asking the family which chores matter in their household.

Frequently asked questions

How do I write an IEP goal for household chores?

Pick one real chore, list its steps, and name the support. For example: after snack, the student will spray and wipe the table in rows, performing 5 of 6 steps independently on 4 of 5 days. For older students, add goals for starting chores without a reminder.

Can household skills be taught at school?

Yes. Classroom jobs, a school laundry or trash route, and a life-skills kitchen give real practice every day. Plan with the family so the same steps carry into home.

What household skills goals fit students 18 to 21?

Goals that look like adult living: following a shared chore chart, taking out the trash when the bin is full, and noticing what needs cleaning in an apartment. Use the student's phone or chore app so the supports carry into their own home.

How is household skills different from independent living?

On IEP Atlas, household skills covers cleaning, laundry, and chore routines. Cooking, meal planning, and home safety have their own goals in independent living and community safety.

References

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