State facts about own daily medication
When to use this goal
For students who take a daily medication and cannot yet say its name, what it is for, when it is taken, or who gives it, which they will need to manage it as adults. Present levels decide fit. The facts come from the order and the family; the student says them in their own words.
- Baseline
- The nurse asks the same 4 to 8 questions (four per medication) twice before setting a target. Accept the student's own words when the meaning is right ("for my focus", "for seizures").
- Tips
- Score each question right or wrong. Update the questions when an order changes. Some students and families keep diagnosis private; agree on how the purpose is phrased.
- Limits
- Knowing facts is not the same as taking medication on time; see fn-hlt-015 and fn-hlt-030. Questions about dosing changes always go to the nurse or doctor. 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-014.
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Goal
By the annual IEP review date, when the nurse asks a set of medication questions during a weekly check-in, the student will answer each question about their own medication (name, purpose, time, and who gives it) independently with 100% accuracy on medication questions, in 3 of 3 consecutive weekly check-ins, as measured by opportunity-by-opportunity data collected weekly with the nurse.
Baseline: 25% 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
- 25% accuracy.
- Annual goal389 characters
- By the annual IEP review date, when the nurse asks a set of medication questions during a weekly check-in, the student will answer each question about their own medication (name, purpose, time, and who gives it) independently with 100% accuracy on medication questions, in 3 of 3 consecutive weekly check-ins, as measured by opportunity-by-opportunity data collected weekly with the nurse.
- Timeframe
- By the annual IEP review date
- Condition
- When the nurse asks a set of medication questions during a weekly check-in
- Behavior
- The student will answer each question about their own medication (name, purpose, time, and who gives it) independently
- Criteria
- With 100% accuracy on medication questions, in 3 of 3 consecutive weekly check-ins
- 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 100% accuracy on medication questions
- Mastery rule:
- in 3 of 3 consecutive weekly check-ins
- Collection schedule:
- weekly with the nurse
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when the nurse asks a set of medication questions during a weekly check-in, the student will answer each question about their own medication (name, purpose, time, and who gives it) independently with 100% accuracy on medication questions, in 3 of 3 consecutive weekly check-ins, 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.