Tell the nurse about a health concern
When to use this goal
For older students who go to the nurse but cannot say what is wrong, where it hurts, or when it started, so the nurse calls home for basic facts. Present levels in expressive communication and the student's AAC system decide fit. The nurse decides care; this goal is about giving clear information.
- Baseline
- Count a visit as correct when the student gave all three facts (what, where, when) without staff filling them in. Combine real visits and practice scenarios with the nurse.
- Tips
- Program a health page on the AAC device with body parts and a pain scale. Practice with the nurse when the student is well. This skill carries into doctor visits after school.
- Limits
- Never delays care: the nurse acts on what they observe. Health information stays private and is not part of classroom data.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-si-034.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a visit to the nurse for a headache, stomachache, injury, or other concern, the student will tell the nurse what is wrong, where it hurts, and when it started independently in at least 5 of 6 opportunities, across 3 consecutive data periods, as measured by direct observation collected at each visit or practice, summarized monthly.
Baseline: 1 of 6 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. Direct observation 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 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
- 1 of 6 opportunities.
- Annual goal370 characters
- By the annual IEP review date, during a visit to the nurse for a headache, stomachache, injury, or other concern, the student will tell the nurse what is wrong, where it hurts, and when it started independently in at least 5 of 6 opportunities, across 3 consecutive data periods, as measured by direct observation collected at each visit or practice, summarized monthly.
- Timeframe
- By the annual IEP review date
- Condition
- During a visit to the nurse for a headache, stomachache, injury, or other concern
- Behavior
- The student will tell the nurse what is wrong, where it hurts, and when it started independently
- Criteria
- In at least 5 of 6 opportunities, across 3 consecutive data periods
- Evaluation method
- Direct observation
- Schedule
- At each visit or practice, summarized monthly
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 at least 5 of 6 opportunities
- Mastery rule:
- across 3 consecutive data periods
- Collection schedule:
- at each visit or practice, summarized monthly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a visit to the nurse for a headache, stomachache, injury, or other concern, the student will tell the nurse what is wrong, where it hurts, and when it started independently in at least 5 of 6 opportunities, across 3 consecutive data periods, as measured by direct observation collected at each visit or practice, summarized monthly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.