Check the label before taking a dose
When to use this goal
For older students who take a regular medicine with a nurse or family member present and are moving toward more independence. Present levels in reading labels (fn-fa-054) and in following a check routine decide fit. The nurse or family always supervises during school instruction.
- Baseline
- The nurse or family member scores 3 to 5 doses. Every check protects against a wrong dose, so the target is every step.
- Tips
- Write the routine with the nurse and family. Pill organizers and phone reminders support home use. The adult always confirms the dose; the student's check is an added layer.
- Limits
- This goal never authorizes a student to take medicine without supervision at school and never replaces the nurse's plan, the doctor's orders, or the family's decisions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-045.
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Goal
By the annual IEP review date, at the scheduled dose time in the nurse's office, with the nurse present, the student will check the name, dose, and time on the label against the schedule before taking the dose with the supervising adult, performing all 6 steps independently, across 5 consecutive scheduled doses, as measured by direct observation collected at each scheduled dose.
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. Direct observation 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 & Safety 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 - Community & Safety Skills
- Baseline
- 1 of 6 steps independently.
- Annual goal381 characters
- By the annual IEP review date, at the scheduled dose time in the nurse's office, with the nurse present, the student will check the name, dose, and time on the label against the schedule before taking the dose with the supervising adult, performing all 6 steps independently, across 5 consecutive scheduled doses, as measured by direct observation collected at each scheduled dose.
- Timeframe
- By the annual IEP review date
- Condition
- At the scheduled dose time in the nurse's office, with the nurse present
- Behavior
- The student will check the name, dose, and time on the label against the schedule before taking the dose with the supervising adult
- Criteria
- Performing all 6 steps independently, across 5 consecutive scheduled doses
- Evaluation method
- Direct observation
- Schedule
- At each scheduled dose
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 all 6 steps independently
- Mastery rule:
- across 5 consecutive scheduled doses
- Collection schedule:
- at each scheduled dose
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, at the scheduled dose time in the nurse's office, with the nurse present, the student will check the name, dose, and time on the label against the schedule before taking the dose with the supervising adult, performing all 6 steps independently, across 5 consecutive scheduled doses, as measured by direct observation collected at each scheduled dose.
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 that the label has the student's own name | ||||||||
| 2. Checks the medicine name matches the schedule | ||||||||
| 3. Reads the dose and counts out that amount | ||||||||
| 4. Checks the time on the schedule | ||||||||
| 5. Tells the adult what is being taken and how much | ||||||||
| 6. Records the dose on the log or app | ||||||||
| 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 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.