Describe pain by place, strength, and start
When to use this goal
For students who tell an adult they are in pain but give too little information for the nurse to act ("I don't feel good"). Present levels decide fit. A step up from rating pain (fn-hlt-001) toward describing symptoms to a doctor.
- Baseline
- The nurse records 5 or more visits or role-plays and notes which of the three parts the student gave without being asked. Role-plays fill gaps when the student is healthy.
- Tips
- Score an opportunity as met when all three parts were given, whether in one statement or in answer to one open question. The student may add more (what makes it better or worse). The nurse acts on the report.
- Limits
- The report's truth cannot be checked; the goal measures completeness. Students who under-report need adults who keep watching. 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-019.
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Goal
By the annual IEP review date, when they go to the nurse or tell an adult about pain or illness, the student will tell the adult where the pain is, how strong it is on the 0-to-10 scale, and when it started independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected at each nurse visit and weekly role-play.
Baseline: 1 of 5 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. Opportunity (trial) recording 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
- 1 of 5 opportunities.
- Annual goal381 characters
- By the annual IEP review date, when they go to the nurse or tell an adult about pain or illness, the student will tell the adult where the pain is, how strong it is on the 0-to-10 scale, and when it started independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected at each nurse visit and weekly role-play.
- Timeframe
- By the annual IEP review date
- Condition
- When they go to the nurse or tell an adult about pain or illness
- Behavior
- The student will tell the adult where the pain is, how strong it is on the 0-to-10 scale, and when it started independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- At each nurse visit and weekly role-play
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 at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- at each nurse visit and weekly role-play
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when they go to the nurse or tell an adult about pain or illness, the student will tell the adult where the pain is, how strong it is on the 0-to-10 scale, and when it started independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected at each nurse visit and weekly role-play.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.