Schedule a doctor or dental appointment
When to use this goal
For transition-age students preparing to manage their own health care who rely on family for every appointment. Present levels, family input, and privacy rules, not grade, decide fit. Practice calls can use a role play.
- Baseline
- Role play an appointment call and score the steps. Ask families how appointments are made now.
- Tips
- Never use real health information in class practice. Families decide when real calls happen. Pair with a self-advocacy goal for speaking with providers.
- Limits
- Real appointments are infrequent, so role play carries most of the data. Health privacy rules apply, and families decide when the student makes real calls.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-pl-033.
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Goal
By the annual IEP review date, during a transition class, given a practice scenario and the clinic's phone number or online portal, the student will complete the appointment planning routine, performing at least 5 of 6 steps independently, on 3 consecutive practice or real appointments, as measured by a task-analysis checklist collected monthly.
Baseline: 1 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 Planning.
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
- Executive Function - Planning
- Baseline
- 1 of 6 steps independently.
- Annual goal347 characters
- By the annual IEP review date, during a transition class, given a practice scenario and the clinic's phone number or online portal, the student will complete the appointment planning routine, performing at least 5 of 6 steps independently, on 3 consecutive practice or real appointments, as measured by a task-analysis checklist collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- During a transition class, given a practice scenario and the clinic's phone number or online portal
- Behavior
- The student will complete the appointment planning routine
- Criteria
- Performing at least 5 of 6 steps independently, on 3 consecutive practice or real appointments
- Evaluation method
- A task-analysis checklist
- Schedule
- 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 5 of 6 steps independently
- Mastery rule:
- on 3 consecutive practice or real appointments
- Collection schedule:
- monthly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a transition class, given a practice scenario and the clinic's phone number or online portal, the student will complete the appointment planning routine, performing at least 5 of 6 steps independently, on 3 consecutive practice or real appointments, as measured by a task-analysis checklist collected 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. Finds the clinic's phone number or portal | ||||||||
| 2. Checks the calendar for open times | ||||||||
| 3. Calls or uses the portal and gives name and date of birth | ||||||||
| 4. Chooses a time that fits the calendar | ||||||||
| 5. Writes the appointment in the calendar with a reminder | ||||||||
| 6. Plans how to get there and when to leave | ||||||||
| 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.