Household Skills & Chores IEP goals for high school (grades 9 to 12)
9 of the household skills & chores templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
9 templates · 1 skill · 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Household Skills & Chores Functional & Independence Skills
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.
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.
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.
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.
Unload the dishwasher and put dishes away
Dishwashing and loading a dishwasher
By the annual IEP review date, when the dishwasher in the life-skills kitchen has finished a clean cycle, the student will check the dishes are dry, put each item in its labeled cupboard or drawer, and close the empty dishwasher, performing at least 5 of 6 steps independently, on 4 of 5 observed sessions, as measured by a task-analysis checklist collected twice weekly.
Find and fix cleaning needs in a room scan
Noticing what needs cleaning
By the annual IEP review date, when scanning the life-skills apartment with 5 cleaning needs set up by staff, the student will walk through the room, name each thing that needs cleaning, and fix it or add it to a to-do list independently on at least 4 of 5 items, on 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
High school household skills & chores goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 4 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 3 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 2 goals here
Frequently asked questions
How do household skills & chores goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where postsecondary goals and transition services are discussed (34 CFR 300.321(b)(1)). Helping write goals builds the self-determination skills transition planning relies on.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
IEP Atlas Pro
Turn these goals into progress reports
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.