Sort symptoms by who to tell
When to use this goal
For upper elementary students who go to the nurse for every small thing or never tell anyone when they are sick or hurt. Present levels, not grade, decide fit. Plan the categories with the school nurse.
- Baseline
- Run the sort twice with a mix of minor and serious symptoms set by the nurse. Note whether the student over-reports or under-reports.
- Tips
- Score each card as one item against the key the nurse wrote. Any serious symptom card belongs with an adult. Students with health plans follow those plans, which take priority over this activity.
- Limits
- Sorting cards does not show what the student does when sick. Not medical guidance; the nurse and family decide what each student should do.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-hlth-017.
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Goal
By the annual IEP review date, given 10 symptom scenario cards and a sort mat with handle it myself, tell the teacher, and go to the nurse, the student will sort each symptom card to the person or action that fits independently with at least 80% accuracy on symptom cards, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 40% 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
- 40% accuracy.
- Annual goal374 characters
- By the annual IEP review date, given 10 symptom scenario cards and a sort mat with handle it myself, tell the teacher, and go to the nurse, the student will sort each symptom card to the person or action that fits independently with at least 80% accuracy on symptom 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 10 symptom scenario cards and a sort mat with handle it myself, tell the teacher, and go to the nurse
- Behavior
- The student will sort each symptom card to the person or action that fits independently
- Criteria
- With at least 80% accuracy on symptom 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 80% accuracy on symptom 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 10 symptom scenario cards and a sort mat with handle it myself, tell the teacher, and go to the nurse, the student will sort each symptom card to the person or action that fits independently with at least 80% accuracy on symptom 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.