Complete the glucose check steps with the nurse
When to use this goal
For students with diabetes whose diabetes plan says they will take a growing part in their own glucose checks under the nurse's supervision. Base the choice on the plan, the nurse's assessment, and the family's wishes. Students using a continuous glucose monitor need a version written around their device.
- Baseline
- The nurse observes 3 or more checks and marks each step as done by the student, done with cues, or done by the nurse. Ask the family which steps the student does at home so school matches.
- Tips
- The nurse decides what happens with every number; the student's job ends at reporting it. Score the steps the student did without help. Sharps disposal follows school policy.
- Limits
- Being able to complete the steps does not mean the student should check without supervision; the plan decides that. 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-007.
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Goal
By the annual IEP review date, at scheduled glucose checks in the nurse's office, with the nurse supervising, the student will complete their part of the glucose check routine and report the number to the nurse, performing all 8 steps independently, on 5 consecutive scheduled checks, as measured by a task-analysis checklist collected at each scheduled check.
Baseline: 3 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 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
- 3 of 8 steps independently.
- Annual goal360 characters
- By the annual IEP review date, at scheduled glucose checks in the nurse's office, with the nurse supervising, the student will complete their part of the glucose check routine and report the number to the nurse, performing all 8 steps independently, on 5 consecutive scheduled checks, as measured by a task-analysis checklist collected at each scheduled check.
- Timeframe
- By the annual IEP review date
- Condition
- At scheduled glucose checks in the nurse's office, with the nurse supervising
- Behavior
- The student will complete their part of the glucose check routine and report the number to the nurse
- Criteria
- Performing all 8 steps independently, on 5 consecutive scheduled checks
- Evaluation method
- A task-analysis checklist
- Schedule
- At each scheduled check
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 8 steps independently
- Mastery rule:
- on 5 consecutive scheduled checks
- Collection schedule:
- at each scheduled check
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at scheduled glucose checks in the nurse's office, with the nurse supervising, the student will complete their part of the glucose check routine and report the number to the nurse, performing all 8 steps independently, on 5 consecutive scheduled checks, as measured by a task-analysis checklist collected at each scheduled check.
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. Washes and dries hands | ||||||||
| 2. Gets the meter, a test strip, and the lancing device from the kit | ||||||||
| 3. Puts the strip in the meter | ||||||||
| 4. Uses the lancing device on the side of a fingertip | ||||||||
| 5. Touches the blood drop to the strip | ||||||||
| 6. Reads the number on the meter aloud to the nurse | ||||||||
| 7. Throws away the strip and lancet in the sharps container | ||||||||
| 8. Records the reading in the log or confirms the nurse recorded it | ||||||||
| 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: 8 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.