Match symptoms to asthma action plan zones
When to use this goal
For students with asthma who are learning to use the green, yellow, and red zones on their own action plan to decide when to tell an adult. Present levels and the nurse's teaching plan decide fit. The symptoms in each zone come from the student's own plan.
- Baseline
- The nurse writes 10 scenarios from the student's own plan, spread across the three zones, and scores two baseline sessions. Note whether errors are in zone choice or in the first step.
- Tips
- Score a scenario correct when both the zone and the first step match the plan. Pair with real reporting in class; knowing the zones only helps if the student tells someone.
- Limits
- Scenario accuracy does not measure what the student does when short of breath. A plan change means rewriting the scenarios. 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-009.
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Goal
By the annual IEP review date, given scenario cards describing breathing symptoms from their asthma action plan, the student will name the action plan zone for each scenario and say the first step the plan gives independently with at least 90% accuracy on asthma scenarios, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly with the nurse.
Baseline: 55% accuracy.
- 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. Percent accuracy 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 percent accuracy 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
- 55% accuracy.
- Annual goal390 characters
- By the annual IEP review date, given scenario cards describing breathing symptoms from their asthma action plan, the student will name the action plan zone for each scenario and say the first step the plan gives independently with at least 90% accuracy on asthma scenarios, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly with the nurse.
- Timeframe
- By the annual IEP review date
- Condition
- Given scenario cards describing breathing symptoms from their asthma action plan
- Behavior
- The student will name the action plan zone for each scenario and say the first step the plan gives independently
- Criteria
- With at least 90% accuracy on asthma scenarios, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly with the nurse
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on asthma scenarios
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly with the nurse
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given scenario cards describing breathing symptoms from their asthma action plan, the student will name the action plan zone for each scenario and say the first step the plan gives independently with at least 90% accuracy on asthma scenarios, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly with the nurse.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.