Share symptoms and questions at a medical visit
When to use this goal
For high school and transition students whose parents speak for them at medical visits, and who are moving toward adult health care. Present levels decide fit. The student prepares a short list and speaks first; the family adds what is missing.
- Baseline
- Score one mock visit and ask the family about the last real visit. Note which rows the student skips and what the family usually says for them.
- Tips
- Score each row 0 (not done), 1 (with prompts), 2 (partly on own), 3 (fully on own). The visit card has three short sections matching the rows. Respect family decisions about what is discussed.
- Limits
- Real visits are infrequent; mock visits supply most data. The rubric measures communication, not health decisions. 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-025.
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Goal
By the annual IEP review date, during a mock medical visit with the nurse playing the provider, the student will describe their symptoms or reason for the visit, list their medications, and ask at least one prepared question independently, earning a score of at least 7 out of 9 on a 3-row medical visit communication rubric scored 0 to 3 per row, on 3 consecutive mock or real visits, as measured by a defined scoring rubric collected monthly at mock visits and at real visits as they occur.
Baseline: 3 out of 9 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 3 out of 9 rubric points.
- Annual goal492 characters
- By the annual IEP review date, during a mock medical visit with the nurse playing the provider, the student will describe their symptoms or reason for the visit, list their medications, and ask at least one prepared question independently, earning a score of at least 7 out of 9 on a 3-row medical visit communication rubric scored 0 to 3 per row, on 3 consecutive mock or real visits, as measured by a defined scoring rubric collected monthly at mock visits and at real visits as they occur.
- Timeframe
- By the annual IEP review date
- Condition
- During a mock medical visit with the nurse playing the provider
- Behavior
- The student will describe their symptoms or reason for the visit, list their medications, and ask at least one prepared question independently
- Criteria
- Earning a score of at least 7 out of 9 on a 3-row medical visit communication rubric scored 0 to 3 per row, on 3 consecutive mock or real visits
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly at mock visits and at real visits as they occur
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 7 out of 9 on a 3-row medical visit communication rubric scored 0 to 3 per row
- Mastery rule:
- on 3 consecutive mock or real visits
- Collection schedule:
- monthly at mock visits and at real visits as they occur
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during a mock medical visit with the nurse playing the provider, the student will describe their symptoms or reason for the visit, list their medications, and ask at least one prepared question independently, earning a score of at least 7 out of 9 on a 3-row medical visit communication rubric scored 0 to 3 per row, on 3 consecutive mock or real visits, as measured by a defined scoring rubric collected monthly at mock visits and at real visits as they occur.
| Date | Task / sample | Reason for the visit or symptoms: where, how strong, how long | Medications and allergies named or shown from a list | Asks at least one prepared question and repeats back the answer or plan | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row medical visit communication rubric scored 0 to 3 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.