Walk to the nurse's office with a pass
When to use this goal
For young students who tell the teacher they are hurt or sick but then need an adult to walk them to the nurse and explain. Present levels in walking a familiar route and in communicating a need decide fit. The teacher still decides when a student goes alone; emergencies always get an escort.
- Baseline
- Use 2 or 3 practice walks plus any real visits. The nurse notes arrival, the pass, and whether the reason was shared; the teacher notes the return time. Score with the steps above.
- Tips
- Agree with the nurse on what students can come alone for. A picture pass with common reasons (hurt, sick, bathroom accident, medicine) helps students who use few words. Teach the route before it is needed.
- Limits
- Not for students whose health plan requires an escort, and never for emergencies. Visits are irregular, so include practice walks in the data.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-si-020.
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Goal
By the annual IEP review date, when the student reports a minor need (a scrape, a stomachache, a nosebleed that has stopped) and the teacher gives a nurse pass, the student will walk to the nurse's office with the pass, give it to the nurse, and show or say the reason for the visit, performing at least 5 of 6 steps independently, across 4 consecutive visits, including practice walks, as measured by a task-analysis checklist collected at each nurse visit or practice walk.
Baseline: 2 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 School-Related Independence.
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 - School-Related Independence
- Baseline
- 2 of 6 steps independently.
- Annual goal475 characters
- By the annual IEP review date, when the student reports a minor need (a scrape, a stomachache, a nosebleed that has stopped) and the teacher gives a nurse pass, the student will walk to the nurse's office with the pass, give it to the nurse, and show or say the reason for the visit, performing at least 5 of 6 steps independently, across 4 consecutive visits, including practice walks, as measured by a task-analysis checklist collected at each nurse visit or practice walk.
- Timeframe
- By the annual IEP review date
- Condition
- When the student reports a minor need (a scrape, a stomachache, a nosebleed that has stopped) and the teacher gives a nurse pass
- Behavior
- The student will walk to the nurse's office with the pass, give it to the nurse, and show or say the reason for the visit
- Criteria
- Performing at least 5 of 6 steps independently, across 4 consecutive visits, including practice walks
- Evaluation method
- A task-analysis checklist
- Schedule
- At each nurse visit or practice walk
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 4 consecutive visits, including practice walks
- Collection schedule:
- at each nurse visit or practice walk
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the student reports a minor need (a scrape, a stomachache, a nosebleed that has stopped) and the teacher gives a nurse pass, the student will walk to the nurse's office with the pass, give it to the nurse, and show or say the reason for the visit, performing at least 5 of 6 steps independently, across 4 consecutive visits, including practice walks, as measured by a task-analysis checklist collected at each nurse visit or practice walk.
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. Takes the nurse pass from the teacher | ||||||||
| 2. Walks to the nurse's office by the planned route | ||||||||
| 3. Knocks or waits at the desk | ||||||||
| 4. Gives the pass to the nurse or office staff | ||||||||
| 5. Says, signs, or points to the reason on the pass | ||||||||
| 6. Returns to class with the pass after the nurse signs it | ||||||||
| 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.