Change a menstrual pad at school
When to use this goal
For students who menstruate and need an adult to help change pads or who leave pads unchanged through the day. Present levels in toileting and fine motor skills and the family's input decide fit. The family chooses the product; this goal uses pads, the most common starting product.
- Baseline
- Collect baseline with practice on a table first (pad on underwear), then from results after real changes: the staff member checks the bin, the pouch, and the student's report. Only a staff member the student and family approve should support this routine.
- Tips
- Use plain, accurate words (period, pad, underwear). Keep a spare set of clothes and supplies at school. Teach the steps privately with a doll or practice underwear before real use. Share the same picture card with the family.
- Limits
- Opportunities depend on the cycle, so data come in short runs. Does not address tracking periods or pain; those need a health plan or a separate goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-041.
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Goal
By the annual IEP review date, during a scheduled restroom visit on a day the student has a period, with supplies in a discreet pouch, the student will remove the used pad, wrap and dispose of it, and put on a clean pad, performing at least 7 of 8 steps independently, across 2 consecutive menstrual periods, as measured by a task-analysis checklist collected at one restroom visit per day during periods.
Baseline: 2 of 8 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 Daily Living 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 - Daily Living Skills
- Baseline
- 2 of 8 steps independently.
- Annual goal405 characters
- By the annual IEP review date, during a scheduled restroom visit on a day the student has a period, with supplies in a discreet pouch, the student will remove the used pad, wrap and dispose of it, and put on a clean pad, performing at least 7 of 8 steps independently, across 2 consecutive menstrual periods, as measured by a task-analysis checklist collected at one restroom visit per day during periods.
- Timeframe
- By the annual IEP review date
- Condition
- During a scheduled restroom visit on a day the student has a period, with supplies in a discreet pouch
- Behavior
- The student will remove the used pad, wrap and dispose of it, and put on a clean pad
- Criteria
- Performing at least 7 of 8 steps independently, across 2 consecutive menstrual periods
- Evaluation method
- A task-analysis checklist
- Schedule
- At one restroom visit per day during periods
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 7 of 8 steps independently
- Mastery rule:
- across 2 consecutive menstrual periods
- Collection schedule:
- at one restroom visit per day during periods
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a scheduled restroom visit on a day the student has a period, with supplies in a discreet pouch, the student will remove the used pad, wrap and dispose of it, and put on a clean pad, performing at least 7 of 8 steps independently, across 2 consecutive menstrual periods, as measured by a task-analysis checklist collected at one restroom visit per day during periods.
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. Takes the supply pouch to the restroom | ||||||||
| 2. Lowers underwear and checks the used pad | ||||||||
| 3. Removes the used pad and wraps it in its wrapper or toilet paper | ||||||||
| 4. Puts the wrapped pad in the sanitary bin | ||||||||
| 5. Opens a clean pad and removes the backing | ||||||||
| 6. Sticks the pad to the center of the underwear | ||||||||
| 7. Pulls up underwear and clothing and checks for leaks | ||||||||
| 8. Washes hands and returns the pouch to the bag | ||||||||
| 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 8).
- 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.