Classify glucose readings against the target range
When to use this goal
For students with diabetes who can read their meter or monitor but cannot yet tell whether a number is low, in range, or high for them. The ranges come from the diabetes plan. Base the choice on the nurse's teaching plan.
- Baseline
- Score 10 or more readings (real or practice) over two weeks. Note whether errors are near the range edges. Update the range card whenever the plan changes.
- Tips
- Score a reading correct when both the label and the next step match the plan. The nurse always confirms and acts. This links knowledge to the check routine (fn-hlt-007) and the low-reading response (fn-hlt-027).
- Limits
- Classifying a number does not replace the nurse's judgment; trends, insulin, and activity matter too. 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-020.
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Goal
By the annual IEP review date, after each glucose check at school, with the nurse present, the student will say whether the reading is low, in range, or high for them and name the next step their plan gives independently with at least 95% accuracy on glucose readings classified, in 3 of 4 consecutive weekly reviews, as measured by opportunity-by-opportunity data collected at each check, reviewed weekly.
Baseline: 60% 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
- 60% accuracy.
- Annual goal406 characters
- By the annual IEP review date, after each glucose check at school, with the nurse present, the student will say whether the reading is low, in range, or high for them and name the next step their plan gives independently with at least 95% accuracy on glucose readings classified, in 3 of 4 consecutive weekly reviews, as measured by opportunity-by-opportunity data collected at each check, reviewed weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After each glucose check at school, with the nurse present
- Behavior
- The student will say whether the reading is low, in range, or high for them and name the next step their plan gives independently
- Criteria
- With at least 95% accuracy on glucose readings classified, in 3 of 4 consecutive weekly reviews
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- At each check, reviewed weekly
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 95% accuracy on glucose readings classified
- Mastery rule:
- in 3 of 4 consecutive weekly reviews
- Collection schedule:
- at each check, reviewed weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after each glucose check at school, with the nurse present, the student will say whether the reading is low, in range, or high for them and name the next step their plan gives independently with at least 95% accuracy on glucose readings classified, in 3 of 4 consecutive weekly reviews, as measured by opportunity-by-opportunity data collected at each check, reviewed weekly.
| 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.