Wash and moisturize the face at night
When to use this goal
For older students who want a simple skin care routine, often to manage acne or dry skin, and need a set sequence to follow. Present levels in face washing and in following a picture sequence decide fit. The family, and any doctor treating the skin, choose the products.
- 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. Most data comes from the family; agree on a short checklist they can mark in under a minute.
- Tips
- Keep the routine short; three products is plenty. Skip the treatment step if the student has none. Pair with fn-dl-032 (face washing) for younger students. Talk about skin care privately and without comment on how the student looks.
- Limits
- Does not measure whether the skin improves, which depends on many things outside the routine. Students with skin conditions follow their doctor's directions first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-065.
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Goal
By the annual IEP review date, during the evening routine at home, as reported by the family on a checklist, the student will complete their skin care routine with the products the family chose, performing at least 6 of 7 steps independently, on 4 of 5 recorded routines, as measured by a task-analysis checklist collected weekly, from the family's checklist.
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 goal359 characters
- By the annual IEP review date, during the evening routine at home, as reported by the family on a checklist, the student will complete their skin care routine with the products the family chose, performing at least 6 of 7 steps independently, on 4 of 5 recorded routines, as measured by a task-analysis checklist collected weekly, from the family's checklist.
- Timeframe
- By the annual IEP review date
- Condition
- During the evening routine at home, as reported by the family on a checklist
- Behavior
- The student will complete their skin care routine with the products the family chose
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 recorded routines
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly, from the family's checklist
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 recorded routines
- Collection schedule:
- weekly, from the family's checklist
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during the evening routine at home, as reported by the family on a checklist, the student will complete their skin care routine with the products the family chose, performing at least 6 of 7 steps independently, on 4 of 5 recorded routines, as measured by a task-analysis checklist collected weekly, from the family's checklist.
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 from the face | ||||||||
| 2. Wets the face with lukewarm water | ||||||||
| 3. Rubs a small amount of cleanser over the face | ||||||||
| 4. Rinses and pats the face dry with a clean towel | ||||||||
| 5. Puts on any treatment the family or doctor approved | ||||||||
| 6. Puts on a pea-sized amount of moisturizer | ||||||||
| 7. Puts the products 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: 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.