Clean and cover a small cut
When to use this goal
For older students and transition students who go to an adult for every small scrape or paper cut, including at home and work where no nurse is present. Present levels decide fit. Covers minor cuts only; anything larger goes to an adult.
- Baseline
- The nurse runs two practice sessions and marks each step. Ask the family how the student handles small cuts at home.
- Tips
- Teach the first step (is it small?) carefully, with photos of what needs an adult. Students with bleeding disorders or other conditions follow their health plan instead. Score each step from observation.
- Limits
- Real cuts are rare; practice supplies most data. Does not cover burns, eye injuries, or anything beyond a small cut. 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-034.
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Goal
By the annual IEP review date, when they get a small scrape or cut at school, home, or work, with a first-aid kit available, the student will clean and cover a small cut following the first-aid steps and tell an adult, performing at least 6 of 7 steps independently, across 3 consecutive real or practice cuts, as measured by a task-analysis checklist collected monthly at practice sessions and at real events.
Baseline: 2 of 7 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 2 of 7 steps independently.
- Annual goal410 characters
- By the annual IEP review date, when they get a small scrape or cut at school, home, or work, with a first-aid kit available, the student will clean and cover a small cut following the first-aid steps and tell an adult, performing at least 6 of 7 steps independently, across 3 consecutive real or practice cuts, as measured by a task-analysis checklist collected monthly at practice sessions and at real events.
- Timeframe
- By the annual IEP review date
- Condition
- When they get a small scrape or cut at school, home, or work, with a first-aid kit available
- Behavior
- The student will clean and cover a small cut following the first-aid steps and tell an adult
- Criteria
- Performing at least 6 of 7 steps independently, across 3 consecutive real or practice cuts
- Evaluation method
- A task-analysis checklist
- Schedule
- Monthly at practice sessions and at real events
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 6 of 7 steps independently
- Mastery rule:
- across 3 consecutive real or practice cuts
- Collection schedule:
- monthly at practice sessions and at real events
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when they get a small scrape or cut at school, home, or work, with a first-aid kit available, the student will clean and cover a small cut following the first-aid steps and tell an adult, performing at least 6 of 7 steps independently, across 3 consecutive real or practice cuts, as measured by a task-analysis checklist collected monthly at practice sessions and at real events.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Checks that the cut is small (no deep cut or heavy bleeding; otherwise gets an adult right away) | ||||||||
| 2. Washes hands | ||||||||
| 3. Presses with a clean tissue or gauze until bleeding stops | ||||||||
| 4. Rinses the cut with clean water | ||||||||
| 5. Puts on a bandage of the right size | ||||||||
| 6. Throws away wrappers and washes hands again | ||||||||
| 7. Tells the adult in charge or reports it on the work incident form | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.