Follow a simple make-up routine they chose
When to use this goal
For older students who want to wear make-up and whose family supports it, and who need a short sequence to follow on their own. Present levels in fine motor control near the face and in following a picture sequence decide fit. Wearing make-up is entirely the student's choice.
- Baseline
- Ask the student which products and look they want, and ask the family to record 3 routines. Count only steps done without help, and note where smudging or order breaks down.
- Tips
- The student chooses the products and the look; adapt the steps to their own routine. Keep the routine short and teach removal at night as well. Never use make-up as a reward or tie it to a judgment about appearance.
- Limits
- Data mostly comes from home. Students with skin sensitivities or allergies need the family's product choices. Not every student wants this, and the goal fits only when they do.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-066.
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Goal
By the annual IEP review date, during the morning routine at home before school or work, as reported by the family, the student will complete the make-up routine they chose, with their own products, performing at least 5 of 6 steps independently, on 4 of 5 recorded routines, as measured by a task-analysis checklist collected weekly, from the family's report or private practice.
Baseline: 2 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
- 2 of 6 steps independently.
- Annual goal380 characters
- By the annual IEP review date, during the morning routine at home before school or work, as reported by the family, the student will complete the make-up routine they chose, with their own products, performing at least 5 of 6 steps independently, on 4 of 5 recorded routines, as measured by a task-analysis checklist collected weekly, from the family's report or private practice.
- Timeframe
- By the annual IEP review date
- Condition
- During the morning routine at home before school or work, as reported by the family
- Behavior
- The student will complete the make-up routine they chose, with their own products
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 recorded routines
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly, from the family's report or private practice
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 recorded routines
- Collection schedule:
- weekly, from the family's report or private practice
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during the morning routine at home before school or work, as reported by the family, the student will complete the make-up routine they chose, with their own products, performing at least 5 of 6 steps independently, on 4 of 5 recorded routines, as measured by a task-analysis checklist collected weekly, from the family's report or private practice.
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. Starts with a clean, dry face | ||||||||
| 2. Lays out the products in the order they are used | ||||||||
| 3. Puts on the first product (for example tinted moisturizer) | ||||||||
| 4. Puts on the second product (for example lip balm or gloss) | ||||||||
| 5. Checks the mirror and fixes smudges with a tissue | ||||||||
| 6. Caps the products and puts them 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.