Wash and bandage a small scrape
When to use this goal
For students who get small scrapes and cuts at recess, in PE, or at home and either ignore them or need an adult for each step. Present levels in handwashing and in opening small packages decide fit, not grade. Larger cuts, bleeding that does not stop, and bites go straight to an adult.
- Baseline
- Observe the routine on at least 3 occasions before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Use practice runs for most data, since real scrapes are unpredictable. The target is every step, and showing an adult always comes first.
- Tips
- Check with the nurse and family about allergies to bandage adhesive and which products the student may use. Keep a small kit in the classroom so the student can practice the real routine. Older students can move to fn-hlt-034.
- Limits
- Covers small scrapes only; the student still shows every injury to an adult. Real events are rare, so most data comes from practice.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-058.
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Goal
By the annual IEP review date, when they get a small scrape or cut at school, after showing it to an adult, the student will clean and cover the small scrape following the first aid steps, performing all 7 steps independently, on 3 consecutive practice runs or real scrapes, as measured by a task-analysis checklist collected monthly practice with the nurse, and at each real scrape.
Baseline: 2 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 & 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
- 2 of 7 steps independently.
- Annual goal383 characters
- By the annual IEP review date, when they get a small scrape or cut at school, after showing it to an adult, the student will clean and cover the small scrape following the first aid steps, performing all 7 steps independently, on 3 consecutive practice runs or real scrapes, as measured by a task-analysis checklist collected monthly practice with the nurse, and at each real scrape.
- Timeframe
- By the annual IEP review date
- Condition
- When they get a small scrape or cut at school, after showing it to an adult
- Behavior
- The student will clean and cover the small scrape following the first aid steps
- Criteria
- Performing all 7 steps independently, on 3 consecutive practice runs or real scrapes
- Evaluation method
- A task-analysis checklist
- Schedule
- Monthly practice with the nurse, and at each real scrape
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 7 steps independently
- Mastery rule:
- on 3 consecutive practice runs or real scrapes
- Collection schedule:
- monthly practice with the nurse, and at each real scrape
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when they get a small scrape or cut at school, after showing it to an adult, the student will clean and cover the small scrape following the first aid steps, performing all 7 steps independently, on 3 consecutive practice runs or real scrapes, as measured by a task-analysis checklist collected monthly practice with the nurse, and at each real scrape.
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. Shows the scrape to an adult | ||||||||
| 2. Washes hands | ||||||||
| 3. Rinses the scrape with clean water | ||||||||
| 4. Pats it dry with a clean paper towel or gauze | ||||||||
| 5. Opens a bandage and peels off the backing | ||||||||
| 6. Places the bandage over the scrape without touching the pad | ||||||||
| 7. Throws away the trash and washes hands | ||||||||
| 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: 7 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.