Show symptoms on a body chart
When to use this goal
For students who show they are unwell through behavior (putting their head down, leaving the room, crying) but do not name a symptom. Present levels and communication mode, not grade, decide fit. A body chart lets students who speak little or use AAC tell an adult what is wrong.
- Baseline
- Log each time the student seemed unwell for two to three weeks: what adults saw, whether the student named a body part or symptom, and the nurse's finding. Ask the family which words or signs the student uses for being sick at home.
- Tips
- Keep a body chart in the classroom, the nurse's office, and on the student's AAC device. Score an opportunity as met when the student showed both a body part and a symptom. Add the family's words and pictures for common symptoms.
- Limits
- Adults may not see every time the student feels unwell, so real opportunities are uneven; practice runs fill in. A student's report never replaces the nurse's assessment. This goal never replaces the individualized health plan, medication orders, or an emergency action plan; the nurse, the family, and the student's health care provider decide care, and the goal follows their plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-hlt-002.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when they show signs of being unwell listed in their health plan (head down, holding the stomach, leaving the group), the student will point to a symptom picture (hurts, itchy, sick to stomach, dizzy) and to the body part on the body chart independently in at least 4 of 5 opportunities, in 4 of 5 consecutive weekly reviews, as measured by opportunity-by-opportunity data collected at each real or practice opportunity.
Baseline: 1 of 5 opportunities.
- 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. Opportunities 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 opportunities 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 & Self-Management.
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 - Health & Self-Management
- Baseline
- 1 of 5 opportunities.
- Annual goal451 characters
- By the annual IEP review date, when they show signs of being unwell listed in their health plan (head down, holding the stomach, leaving the group), the student will point to a symptom picture (hurts, itchy, sick to stomach, dizzy) and to the body part on the body chart independently in at least 4 of 5 opportunities, in 4 of 5 consecutive weekly reviews, as measured by opportunity-by-opportunity data collected at each real or practice opportunity.
- Timeframe
- By the annual IEP review date
- Condition
- When they show signs of being unwell listed in their health plan (head down, holding the stomach, leaving the group)
- Behavior
- The student will point to a symptom picture (hurts, itchy, sick to stomach, dizzy) and to the body part on the body chart independently
- Criteria
- In at least 4 of 5 opportunities, in 4 of 5 consecutive weekly reviews
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- At each real or practice opportunity
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- in 4 of 5 consecutive weekly reviews
- Collection schedule:
- at each real or practice opportunity
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when they show signs of being unwell listed in their health plan (head down, holding the stomach, leaving the group), the student will point to a symptom picture (hurts, itchy, sick to stomach, dizzy) and to the body part on the body chart independently in at least 4 of 5 opportunities, in 4 of 5 consecutive weekly reviews, as measured by opportunity-by-opportunity data collected at each real or practice opportunity.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.