Match puberty changes to hygiene products
When to use this goal
For middle school students in puberty education who are unsure which products go with which body changes, such as deodorant for underarm sweat or pads for a period. Present levels, not grade, decide fit. Plan the words, pictures, and products with the family and the school nurse.
- Baseline
- Run the matching task in a private setting with the nurse or a trusted adult. Note which changes and products are unfamiliar; some students have never seen certain products. Share the topic list and materials with the family ahead of time, and follow the district's health curriculum and any family opt-out choices.
- Tips
- Score each card as one item. Teach in a small, private group or one to one, using correct terms agreed with the family. Include changes for all bodies so students know what peers experience too. Actually using products is a daily living or hygiene routine goal.
- Limits
- Matching products does not mean the student uses them; see hygiene routines in daily living. Questions about a student's own body or health go to the nurse and family.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-hlth-010.
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Goal
By the annual IEP review date, given 8 cards naming a body change during puberty and photos of hygiene products, the student will match each body change to a product that helps and say when it is used independently with at least 88% accuracy on body change cards, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 38% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives percent accuracy 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 Health Education.
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
- Science, Social Studies & Digital Literacy - Health Education
- Baseline
- 38% accuracy.
- Annual goal365 characters
- By the annual IEP review date, given 8 cards naming a body change during puberty and photos of hygiene products, the student will match each body change to a product that helps and say when it is used independently with at least 88% accuracy on body change cards, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 8 cards naming a body change during puberty and photos of hygiene products
- Behavior
- The student will match each body change to a product that helps and say when it is used independently
- Criteria
- With at least 88% accuracy on body change cards, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 88% accuracy on body change cards
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 8 cards naming a body change during puberty and photos of hygiene products, the student will match each body change to a product that helps and say when it is used independently with at least 88% accuracy on body change cards, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.