Check in for a walk-in haircut and pay
When to use this goal
For young adults whose family arranges and pays for haircuts, and who are ready to do it themselves. Needs saying what cut they want (photo is fine), waiting, and paying with a tip; present levels decide fit, not grade.
- Baseline
- Take the baseline on real trips, at least 3, with staff close enough to step in. Mark each step independent, prompted (note the prompt), or done by staff, and record where staff stood; a step done with staff right beside the student is not the same as one done with staff at a distance.
- Tips
- Students who find clippers loud or touch hard can ask for scissors or a quiet time; teach that request. Families choose the salon.
- Limits
- Haircuts are monthly at most, so data build slowly.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ca-045.
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Goal
By the annual IEP review date, at a walk-in hair salon or barbershop on a community trip, with money or a card and a photo of the cut the student wants, the student will check in, describe or show the cut, and pay with a tip, performing at least 6 of 7 steps independently, on 3 consecutive haircuts, as measured by a task-analysis checklist collected at each haircut, about monthly.
Baseline: 1 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 Community Access & Travel.
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
- Transition & Postsecondary Skills - Community Access & Travel
- Baseline
- 1 of 7 steps independently.
- Annual goal383 characters
- By the annual IEP review date, at a walk-in hair salon or barbershop on a community trip, with money or a card and a photo of the cut the student wants, the student will check in, describe or show the cut, and pay with a tip, performing at least 6 of 7 steps independently, on 3 consecutive haircuts, as measured by a task-analysis checklist collected at each haircut, about monthly.
- Timeframe
- By the annual IEP review date
- Condition
- At a walk-in hair salon or barbershop on a community trip, with money or a card and a photo of the cut the student wants
- Behavior
- The student will check in, describe or show the cut, and pay with a tip
- Criteria
- Performing at least 6 of 7 steps independently, on 3 consecutive haircuts
- Evaluation method
- A task-analysis checklist
- Schedule
- At each haircut, about monthly
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 3 consecutive haircuts
- Collection schedule:
- at each haircut, about monthly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at a walk-in hair salon or barbershop on a community trip, with money or a card and a photo of the cut the student wants, the student will check in, describe or show the cut, and pay with a tip, performing at least 6 of 7 steps independently, on 3 consecutive haircuts, as measured by a task-analysis checklist collected at each haircut, about monthly.
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 in at the desk or in the app | ||||||||
| 2. Waits for their name | ||||||||
| 3. Sits in the chair and shows or describes the cut | ||||||||
| 4. Answers the stylist's questions | ||||||||
| 5. Checks the cut in the mirror and asks for changes if needed | ||||||||
| 6. Pays the price | ||||||||
| 7. Adds a tip using the tip chart | ||||||||
| 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.