Log period dates and plan supplies ahead
When to use this goal
For high school and transition students who menstruate and are caught without supplies because they do not track when a period is due. Base the choice on the student's and family's report. The student chooses the tool (a phone calendar, a period-tracking app the family approves, or a paper calendar).
- Baseline
- Ask the student and family how periods are tracked now, and look at the last few months together if any record exists. The student decides who sees the log; data for the IEP can be a simple yes or no for each step, shared at a private monthly check-in.
- Tips
- Choose a tool the student already uses. Teach that cycles vary, so the reminder is a starting point. Keep all data private and share only what the student agrees to.
- Limits
- Cycles in the first years after menstruation starts are often irregular, so missed predictions are not errors. Medical concerns about the cycle go to the nurse, family, and the student's doctor.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-toi-025.
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Goal
By the annual IEP review date, on the first day of each period, using a phone calendar or a paper calendar, the student will log the first day of the period and set a reminder for the next expected date, performing at least 4 of 5 steps independently, across 3 consecutive cycles, as measured by a task-analysis checklist collected monthly.
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 goal340 characters
- By the annual IEP review date, on the first day of each period, using a phone calendar or a paper calendar, the student will log the first day of the period and set a reminder for the next expected date, performing at least 4 of 5 steps independently, across 3 consecutive cycles, as measured by a task-analysis checklist collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- On the first day of each period, using a phone calendar or a paper calendar
- Behavior
- The student will log the first day of the period and set a reminder for the next expected date
- Criteria
- Performing at least 4 of 5 steps independently, across 3 consecutive cycles
- Evaluation method
- A task-analysis checklist
- Schedule
- Monthly
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 4 of 5 steps independently
- Mastery rule:
- across 3 consecutive cycles
- Collection schedule:
- monthly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on the first day of each period, using a phone calendar or a paper calendar, the student will log the first day of the period and set a reminder for the next expected date, performing at least 4 of 5 steps independently, across 3 consecutive cycles, as measured by a task-analysis checklist collected monthly.
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 calendar or tracking tool on the first day of the period | ||||||||
| 2. Logs the start date | ||||||||
| 3. Sets a reminder for about three to four weeks later, as taught | ||||||||
| 4. When the reminder comes, checks the menstrual kit and packs extra supplies | ||||||||
| 5. Tells the nurse or a family member if the period is much earlier, later, or heavier than usual | ||||||||
| 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: 4 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.