Follow the nurse's medication check steps
When to use this goal
For students who take medication at school and stand by while the nurse does every step, but can take their part in the safety checks. Present levels decide fit. Teaching the checks builds habits the student will need when managing medication at home or as an adult.
- Baseline
- The nurse marks the steps for 5 medication times. Note whether the student comes on time; if not, start with arrival. Ask the family which steps the student already does at home.
- Tips
- The nurse stays responsible for every safety check; the student's checks are a second layer. Teach the student to speak up if the medication looks different from usual. Score only steps the student did without a cue.
- Limits
- Covers school routines only. The student does not handle or choose medication beyond what the order and school policy allow. 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-015.
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Goal
By the annual IEP review date, at their scheduled medication time in the nurse's office, the student will complete their part of the medication check routine with the nurse, performing at least 6 of 7 steps independently, across 10 consecutive medication times, as measured by a task-analysis checklist collected at each medication time.
Baseline: 2 of 7 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
- 2 of 7 steps independently.
- Annual goal337 characters
- By the annual IEP review date, at their scheduled medication time in the nurse's office, the student will complete their part of the medication check routine with the nurse, performing at least 6 of 7 steps independently, across 10 consecutive medication times, as measured by a task-analysis checklist collected at each medication time.
- Timeframe
- By the annual IEP review date
- Condition
- At their scheduled medication time in the nurse's office
- Behavior
- The student will complete their part of the medication check routine with the nurse
- Criteria
- Performing at least 6 of 7 steps independently, across 10 consecutive medication times
- Evaluation method
- A task-analysis checklist
- Schedule
- At each medication time
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 at least 6 of 7 steps independently
- Mastery rule:
- across 10 consecutive medication times
- Collection schedule:
- at each medication time
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at their scheduled medication time in the nurse's office, the student will complete their part of the medication check routine with the nurse, performing at least 6 of 7 steps independently, across 10 consecutive medication times, as measured by a task-analysis checklist collected at each medication time.
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. Arrives at the nurse's office at the medication time | ||||||||
| 2. Washes or sanitizes hands | ||||||||
| 3. States their full name and birth date | ||||||||
| 4. Says the name of the medication they expect and checks it with the nurse | ||||||||
| 5. Takes the medication as the nurse gives it, with water | ||||||||
| 6. Initials or signs the medication log, if the school uses one | ||||||||
| 7. Returns to class with the pass | ||||||||
| 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: 6 of 7).
- 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.