Keep a current medication list on the phone
When to use this goal
For older students and transition students who take medications and will need to share an accurate list at appointments, emergencies, and new jobs. Present levels decide fit. Families confirm the facts; the student builds and updates the list.
- Baseline
- Ask the student to show any list they already have and compare it with the pharmacy labels. Agree on the tool (phone note, health app, emergency info screen) with the family.
- Tips
- Teach the student to add the list to the phone's emergency information screen if the family agrees. Score each step from the finished list and the check. Pair with appointment goals (fn-hlt-021, fn-hlt-025).
- Limits
- An out-of-date list can mislead; the monthly check is part of the goal. Privacy settings are a family decision. 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-037.
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Goal
By the annual IEP review date, when setting up the list with a family member and the pharmacy label, the student will create and update a medication list on their phone with each medication's name, dose, time, and purpose, performing at least 5 of 6 steps independently, across 3 consecutive monthly checks, as measured by a task-analysis checklist collected monthly and after each medication change.
Baseline: 1 of 6 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
- 1 of 6 steps independently.
- Annual goal400 characters
- By the annual IEP review date, when setting up the list with a family member and the pharmacy label, the student will create and update a medication list on their phone with each medication's name, dose, time, and purpose, performing at least 5 of 6 steps independently, across 3 consecutive monthly checks, as measured by a task-analysis checklist collected monthly and after each medication change.
- Timeframe
- By the annual IEP review date
- Condition
- When setting up the list with a family member and the pharmacy label
- Behavior
- The student will create and update a medication list on their phone with each medication's name, dose, time, and purpose
- Criteria
- Performing at least 5 of 6 steps independently, across 3 consecutive monthly checks
- Evaluation method
- A task-analysis checklist
- Schedule
- Monthly and after each medication change
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 5 of 6 steps independently
- Mastery rule:
- across 3 consecutive monthly checks
- Collection schedule:
- monthly and after each medication change
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when setting up the list with a family member and the pharmacy label, the student will create and update a medication list on their phone with each medication's name, dose, time, and purpose, performing at least 5 of 6 steps independently, across 3 consecutive monthly checks, as measured by a task-analysis checklist collected monthly and after each medication change.
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. Opens the phone note or health app where the list is kept | ||||||||
| 2. Enters each medication's name as written on the label | ||||||||
| 3. Enters the dose and time for each medication | ||||||||
| 4. Enters what each medication is for, in their own words | ||||||||
| 5. Adds allergies and the prescriber's name | ||||||||
| 6. Saves the list and shows it to a family member or the nurse to check | ||||||||
| 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: 5 of 6).
- 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.