Drink and refill water during work shifts
When to use this goal
For transition students in work placements whose health plan calls for regular fluids, or who get headaches or feel faint on long shifts, and who forget to drink while working. Base the choice on the health plan and job coach notes.
- Baseline
- The job coach counts drinks and refills during 3 to 5 shifts. Check the employer's rules on drinks at workstations.
- Tips
- Count each break with a drink. The number comes from the health plan or a sensible default the nurse agrees to. Teach the student to tell the supervisor if they feel unwell.
- Limits
- Counts drinks, not amounts. Fluid limits in some conditions override any target. 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-033.
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Goal
By the annual IEP review date, during a work-based learning shift, with their water bottle at the break area, the student will drink from their bottle at each break and refill it before returning to work independently at least 3 times per four-hour shift, on 4 of 5 consecutive shifts, as measured by frequency recording collected each shift.
Baseline: 1 times per four-hour shift.
- 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. Frequency 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 frequency 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 times per four-hour shift.
- Annual goal342 characters
- By the annual IEP review date, during a work-based learning shift, with their water bottle at the break area, the student will drink from their bottle at each break and refill it before returning to work independently at least 3 times per four-hour shift, on 4 of 5 consecutive shifts, as measured by frequency recording collected each shift.
- Timeframe
- By the annual IEP review date
- Condition
- During a work-based learning shift, with their water bottle at the break area
- Behavior
- The student will drink from their bottle at each break and refill it before returning to work independently
- Criteria
- At least 3 times per four-hour shift, on 4 of 5 consecutive shifts
- Evaluation method
- Frequency recording
- Schedule
- Each shift
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 3 times per four-hour shift
- Mastery rule:
- on 4 of 5 consecutive shifts
- Collection schedule:
- each shift
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a work-based learning shift, with their water bottle at the break area, the student will drink from their bottle at each break and refill it before returning to work independently at least 3 times per four-hour shift, on 4 of 5 consecutive shifts, as measured by frequency recording collected each shift.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per four-hour shift.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.