Apply sunscreen before going outdoors
When to use this goal
For students who spend time outdoors at school, at a job site, or on outings and wait for an adult to apply sunscreen. Present levels in reaching the face and arms and the family's product choice decide fit; check school rules on sunscreen.
- 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.
- Tips
- Stick and spray sunscreens are easier for some students; the family chooses. Pair with a hat as an option. The steps fit job sites with outdoor work, such as landscaping or grounds crews.
- Limits
- Seasonal; opportunities may be few in winter. Does not measure reapplying during long days.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-045.
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Goal
By the annual IEP review date, before outdoor PE, field day, or a community outing, with the student's sunscreen, the student will apply sunscreen to the face, ears, neck, and arms before going outside, performing at least 5 of 6 steps independently, on 4 of 5 outdoor days, as measured by a task-analysis checklist collected on outdoor activity days.
Baseline: 1 of 6 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
- 1 of 6 steps independently.
- Annual goal351 characters
- By the annual IEP review date, before outdoor PE, field day, or a community outing, with the student's sunscreen, the student will apply sunscreen to the face, ears, neck, and arms before going outside, performing at least 5 of 6 steps independently, on 4 of 5 outdoor days, as measured by a task-analysis checklist collected on outdoor activity days.
- Timeframe
- By the annual IEP review date
- Condition
- Before outdoor PE, field day, or a community outing, with the student's sunscreen
- Behavior
- The student will apply sunscreen to the face, ears, neck, and arms before going outside
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 outdoor days
- Evaluation method
- A task-analysis checklist
- Schedule
- On outdoor activity days
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 5 of 6 steps independently
- Mastery rule:
- on 4 of 5 outdoor days
- Collection schedule:
- on outdoor activity days
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, before outdoor PE, field day, or a community outing, with the student's sunscreen, the student will apply sunscreen to the face, ears, neck, and arms before going outside, performing at least 5 of 6 steps independently, on 4 of 5 outdoor days, as measured by a task-analysis checklist collected on outdoor activity days.
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. Gets the sunscreen and checks it is the student's own | ||||||||
| 2. Puts a coin-size amount in the palm | ||||||||
| 3. Rubs it on the face, avoiding the eyes | ||||||||
| 4. Rubs it on the ears and back of the neck | ||||||||
| 5. Rubs it on both arms and the backs of the hands | ||||||||
| 6. Wipes or washes the palms and puts the sunscreen away | ||||||||
| 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: 5 of 6).
- 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.