Pack and restock a private menstrual care kit
When to use this goal
For upper elementary and middle school students who have started or are about to start menstruating and who need a kit at school but rely on an adult to remember it. Written with the student and family, who choose the products. Base the choice on family report and the student's wishes.
- Baseline
- Ask the family how the kit is packed now and who does it, and check the kit with the student privately for 2 or 3 weeks. The student chooses whether data are kept by them, the family, or the nurse.
- Tips
- Use plain, accurate words chosen with the family and the student. A pouch that looks like any other pencil or toiletry pouch keeps the kit private. Pair with the daily-living goals for changing products at school.
- Limits
- Covers the kit only, not changing products or tracking a cycle (fn-toi-025). Heavy bleeding, severe pain, or irregular cycles are health questions for the nurse and family.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-toi-022.
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Goal
By the annual IEP review date, each Monday morning, using a kit checklist kept inside the kit, the student will check the contents of their menstrual care kit against the list and restock what is missing, performing all 5 steps independently, across 4 consecutive weeks, as measured by a task-analysis checklist collected weekly.
Baseline: 1 of 5 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 Toileting.
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 - Toileting
- Baseline
- 1 of 5 steps independently.
- Annual goal329 characters
- By the annual IEP review date, each Monday morning, using a kit checklist kept inside the kit, the student will check the contents of their menstrual care kit against the list and restock what is missing, performing all 5 steps independently, across 4 consecutive weeks, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Each Monday morning, using a kit checklist kept inside the kit
- Behavior
- The student will check the contents of their menstrual care kit against the list and restock what is missing
- Criteria
- Performing all 5 steps independently, across 4 consecutive weeks
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
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 all 5 steps independently
- Mastery rule:
- across 4 consecutive weeks
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, each Monday morning, using a kit checklist kept inside the kit, the student will check the contents of their menstrual care kit against the list and restock what is missing, performing all 5 steps independently, across 4 consecutive weeks, as measured by a task-analysis checklist collected weekly.
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 kit and lays out the contents | ||||||||
| 2. Counts pads or other products against the number on the list | ||||||||
| 3. Checks for spare underwear and a sealable bag | ||||||||
| 4. Restocks missing items from the home supply or tells a family member what is needed | ||||||||
| 5. Closes the kit and packs it in the same backpack pocket | ||||||||
| 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 5).
- 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.