Wash the face at the sink
When to use this goal
For students who come in from recess or lunch with a dirty face or who are starting a skin care routine as they approach puberty. Present levels in sink use and sensory tolerance decide fit; the family chooses the cleanser and the routine.
- 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. Note any reaction to water on the face; a washcloth instead of hands may remove that barrier.
- Tips
- Use the student's own products from home so the routine transfers. A mirror at the sink lets the student check spots they missed. Keep data private and give feedback quietly.
- Limits
- Does not address acne treatment or medicated products, which follow the family's or doctor's directions. Students who refuse water on the face may need a sensory plan first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-032.
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Goal
By the annual IEP review date, after lunch or recess at a classroom or restroom sink, with a washcloth and the student's cleanser, the student will wash the face with water and cleanser, rinse, and dry with a towel, performing at least 6 of 7 steps independently, on 4 of 5 consecutive observed days, as measured by a task-analysis checklist collected daily at the planned hygiene time.
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 goal386 characters
- By the annual IEP review date, after lunch or recess at a classroom or restroom sink, with a washcloth and the student's cleanser, the student will wash the face with water and cleanser, rinse, and dry with a towel, performing at least 6 of 7 steps independently, on 4 of 5 consecutive observed days, as measured by a task-analysis checklist collected daily at the planned hygiene time.
- Timeframe
- By the annual IEP review date
- Condition
- After lunch or recess at a classroom or restroom sink, with a washcloth and the student's cleanser
- Behavior
- The student will wash the face with water and cleanser, rinse, and dry with a towel
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive observed days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at the planned hygiene time
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 observed days
- Collection schedule:
- daily at the planned hygiene time
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after lunch or recess at a classroom or restroom sink, with a washcloth and the student's cleanser, the student will wash the face with water and cleanser, rinse, and dry with a towel, performing at least 6 of 7 steps independently, on 4 of 5 consecutive observed days, as measured by a task-analysis checklist collected daily at the planned hygiene time.
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. Pulls hair back or pushes it out of the face | ||||||||
| 2. Turns on the water to a comfortable warm setting | ||||||||
| 3. Wets the face or washcloth | ||||||||
| 4. Puts a small amount of cleanser on the fingertips or cloth | ||||||||
| 5. Rubs the forehead, cheeks, nose, and chin | ||||||||
| 6. Rinses all cleanser off | ||||||||
| 7. Pats the face dry with a towel and turns off the water | ||||||||
| 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.