Complete a morning grooming check at school
When to use this goal
Fits adolescents whose peers or staff notice uncombed hair, body odor, or food on the face, and who can do the grooming steps when reminded. Base the choice on the family's input on products and routines at home and the student's own view; this goal must be written with respect for the student's age and privacy.
- Baseline
- Observe the routine on at least 3 typical days before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Collect baseline from a private check-in rather than public correction, and record only whether each step was done, not a judgment of appearance.
- Tips
- Involve the student in choosing products and the checklist wording. Keep the data sheet private and give feedback one-to-one. Coordinate with the family on what is done at home so the school check is a backup, not a replacement.
- Limits
- Grooming norms vary by family and culture; agree on the checklist with the family. Does not cover showering, shaving, or menstrual care, which are addressed with the family and nurse.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-014.
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Goal
By the annual IEP review date, upon arrival, using a personal grooming kit kept in the classroom or locker, the student will complete the morning grooming check, 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 arrival, checked privately.
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 Daily Living Skills.
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
- Functional & Independence Skills - Daily Living Skills
- Baseline
- 2 of 7 steps independently.
- Annual goal332 characters
- By the annual IEP review date, upon arrival, using a personal grooming kit kept in the classroom or locker, the student will complete the morning grooming check, 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 arrival, checked privately.
- Timeframe
- By the annual IEP review date
- Condition
- Upon arrival, using a personal grooming kit kept in the classroom or locker
- Behavior
- The student will complete the morning grooming check
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at arrival, checked privately
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 at least 6 of 7 steps independently
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily at arrival, checked privately
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, upon arrival, using a personal grooming kit kept in the classroom or locker, the student will complete the morning grooming check, 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 arrival, checked privately.
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. Goes to the grooming area with the kit at the scheduled time | ||||||||
| 2. Checks face in the mirror and wipes or washes it if needed | ||||||||
| 3. Brushes or combs hair | ||||||||
| 4. Applies deodorant | ||||||||
| 5. Checks clothing for stains, twisted straps, or untucked items and fixes them | ||||||||
| 6. Checks hands and nails and washes if needed | ||||||||
| 7. Puts the kit away and returns to the schedule | ||||||||
| 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 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.