Ask to move away from an asthma trigger
When to use this goal
For students with asthma or allergies whose plan lists triggers (smoke, strong scents, dust, cold air, cleaning sprays) and who stay near a trigger rather than speak up. Present levels decide fit. Speaking up early can prevent symptoms.
- Baseline
- Ask the student and family which triggers came up recently and what the student did. Use 3 or more role-plays with different triggers to fill in. Teachers log real events.
- Tips
- Every adult in the plan agrees to honor the request without argument. Score an opportunity as met when the student spoke up or moved before symptoms began, or as soon as they noticed.
- Limits
- Some triggers are not obvious to adults, so opportunities are known mostly from the student's report. Speaking up does not replace the action plan for symptoms. 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-028.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when a trigger named in their asthma plan is present in class, a hallway, or the cafeteria, the student will tell an adult about the trigger and ask to move or have it removed independently in 4 of 4 opportunities, across 3 consecutive months, as measured by frequency recording collected at each trigger event and monthly role-play.
Baseline: 1 of 4 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. Frequency (event) 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 4 opportunities.
- Annual goal364 characters
- By the annual IEP review date, when a trigger named in their asthma plan is present in class, a hallway, or the cafeteria, the student will tell an adult about the trigger and ask to move or have it removed independently in 4 of 4 opportunities, across 3 consecutive months, as measured by frequency recording collected at each trigger event and monthly role-play.
- Timeframe
- By the annual IEP review date
- Condition
- When a trigger named in their asthma plan is present in class, a hallway, or the cafeteria
- Behavior
- The student will tell an adult about the trigger and ask to move or have it removed independently
- Criteria
- In 4 of 4 opportunities, across 3 consecutive months
- Evaluation method
- Frequency recording
- Schedule
- At each trigger event and monthly 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 4 of 4 opportunities
- Mastery rule:
- across 3 consecutive months
- Collection schedule:
- at each trigger event and monthly role-play
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, when a trigger named in their asthma plan is present in class, a hallway, or the cafeteria, the student will tell an adult about the trigger and ask to move or have it removed independently in 4 of 4 opportunities, across 3 consecutive months, as measured by frequency recording collected at each trigger event and monthly 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 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.