Tell a new adult about a food allergy
When to use this goal
For students with a food allergy who rely on their parents or the nurse to tell every coach, substitute, and club leader. Present levels decide fit. Telling new adults is a key step toward managing an allergy as an adult.
- Baseline
- List the new adults the student met in the past semester and ask who told them about the allergy. Run two role-plays to see which of the three parts the student includes.
- Tips
- Score an opportunity as met when the student shared all three parts within the first meeting. The nurse still sends the plan to every new adult; the student's telling is a backup and a life skill.
- Limits
- New adults come at uneven times; role-plays keep practice going. Telling adults does not show the student declines unsafe food (fn-hlt-003). 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-011.
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Goal
By the annual IEP review date, when meeting a new coach, club advisor, substitute teacher, or work-based learning supervisor, the student will tell the adult their allergy, the main signs of a reaction, and where their emergency kit is independently in 4 of 4 opportunities, across 2 consecutive grading periods, as measured by direct observation collected at each new adult or role-play, reviewed monthly.
Baseline: 0 of 4 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. Direct observation 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
- 0 of 4 opportunities.
- Annual goal406 characters
- By the annual IEP review date, when meeting a new coach, club advisor, substitute teacher, or work-based learning supervisor, the student will tell the adult their allergy, the main signs of a reaction, and where their emergency kit is independently in 4 of 4 opportunities, across 2 consecutive grading periods, as measured by direct observation collected at each new adult or role-play, reviewed monthly.
- Timeframe
- By the annual IEP review date
- Condition
- When meeting a new coach, club advisor, substitute teacher, or work-based learning supervisor
- Behavior
- The student will tell the adult their allergy, the main signs of a reaction, and where their emergency kit is independently
- Criteria
- In 4 of 4 opportunities, across 2 consecutive grading periods
- Evaluation method
- Direct observation
- Schedule
- At each new adult or role-play, reviewed monthly
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 4 of 4 opportunities
- Mastery rule:
- across 2 consecutive grading periods
- Collection schedule:
- at each new adult or role-play, reviewed monthly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when meeting a new coach, club advisor, substitute teacher, or work-based learning supervisor, the student will tell the adult their allergy, the main signs of a reaction, and where their emergency kit is independently in 4 of 4 opportunities, across 2 consecutive grading periods, as measured by direct observation collected at each new adult or role-play, reviewed monthly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.