Shave the face with an electric razor
When to use this goal
For students with facial hair whose family shaves them or who go unshaven though they want to shave. Present levels in hand control and in following a mirror decide fit; the family's approval and choice of razor come first. Electric razors are the usual starting tool.
- 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. If shaving happens at home, the family scores the checklist; a teacher can check the result at arrival.
- Tips
- Get written family consent before any school-based shaving instruction, and follow district rules on personal grooming tools. A same-gender staff member may teach if that is the family's preference. Students who choose to grow facial hair can learn to trim it instead.
- Limits
- Not for students with skin conditions or bleeding risks without nurse guidance. Does not cover safety razors, which fn-dl-051 addresses.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-050.
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Goal
By the annual IEP review date, during the morning routine at home with an electric razor and a mirror, as reported by the family, the student will shave the face with the electric razor and clean the razor afterward, performing at least 7 of 8 steps independently, on 4 of 5 consecutive shaves, as measured by a task-analysis checklist collected at each shave, reported weekly.
Baseline: 2 of 8 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 8 steps independently.
- Annual goal377 characters
- By the annual IEP review date, during the morning routine at home with an electric razor and a mirror, as reported by the family, the student will shave the face with the electric razor and clean the razor afterward, performing at least 7 of 8 steps independently, on 4 of 5 consecutive shaves, as measured by a task-analysis checklist collected at each shave, reported weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During the morning routine at home with an electric razor and a mirror, as reported by the family
- Behavior
- The student will shave the face with the electric razor and clean the razor afterward
- Criteria
- Performing at least 7 of 8 steps independently, on 4 of 5 consecutive shaves
- Evaluation method
- A task-analysis checklist
- Schedule
- At each shave, reported weekly
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 7 of 8 steps independently
- Mastery rule:
- on 4 of 5 consecutive shaves
- Collection schedule:
- at each shave, reported weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during the morning routine at home with an electric razor and a mirror, as reported by the family, the student will shave the face with the electric razor and clean the razor afterward, performing at least 7 of 8 steps independently, on 4 of 5 consecutive shaves, as measured by a task-analysis checklist collected at each shave, reported weekly.
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. Checks that the razor is charged and the guard is off | ||||||||
| 2. Turns on the razor | ||||||||
| 3. Shaves the right cheek with slow strokes against the hair growth | ||||||||
| 4. Shaves the left cheek | ||||||||
| 5. Shaves the upper lip and chin | ||||||||
| 6. Shaves the neck, tilting the head back | ||||||||
| 7. Checks the face in the mirror and goes over missed areas | ||||||||
| 8. Turns off the razor, brushes out the hair, and puts it 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: 7 of 8).
- 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.