Describe symptoms to the school nurse
When to use this goal
For middle and high school students who go to the nurse but answer "I don't know" or "I'm sick" to every question, so the nurse cannot decide what to do. Base the choice on communication present levels and the nurse's report. Students using AAC need a health page with symptom, time, and body vocabulary.
- Baseline
- Ask the nurse to score the steps on the student's next 2 or 3 real visits and run one role-play with a scenario card. Note which questions the student could answer and which got "I don't know." Check that the student has the vocabulary on their device or card before scoring.
- Tips
- The nurse scores each step during the visit; it takes less than a minute. A step counts when the student gives the information in any mode without the nurse supplying it. Practicing with scenario cards keeps data steady when the student is rarely sick. Pair this goal with the health plan so the student's requests match what the plan allows.
- Limits
- Being unwell makes communication harder; score real visits gently and do not delay care to collect data. The goal measures describing symptoms, not judging how serious they are. It never replaces nursing assessment or the student's health plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-027.
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Goal
By the annual IEP review date, when they visit the nurse office because they are unwell or hurt, the student will describe their symptoms to the nurse by answering what, where, when it started, how bad, and what they need, performing at least 5 of 6 steps independently, on 3 consecutive scored visits or role-plays, as measured by a task-analysis checklist collected monthly during role-play and at each real nurse visit.
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 Functional Communication.
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
- Social-Emotional & Communication - Functional Communication
- Baseline
- 2 of 6 steps independently.
- Annual goal422 characters
- By the annual IEP review date, when they visit the nurse office because they are unwell or hurt, the student will describe their symptoms to the nurse by answering what, where, when it started, how bad, and what they need, performing at least 5 of 6 steps independently, on 3 consecutive scored visits or role-plays, as measured by a task-analysis checklist collected monthly during role-play and at each real nurse visit.
- Timeframe
- By the annual IEP review date
- Condition
- When they visit the nurse office because they are unwell or hurt
- Behavior
- The student will describe their symptoms to the nurse by answering what, where, when it started, how bad, and what they need
- Criteria
- Performing at least 5 of 6 steps independently, on 3 consecutive scored visits or role-plays
- Evaluation method
- A task-analysis checklist
- Schedule
- Monthly during role-play and at each real nurse visit
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:
- on 3 consecutive scored visits or role-plays
- Collection schedule:
- monthly during role-play and at each real nurse visit
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when they visit the nurse office because they are unwell or hurt, the student will describe their symptoms to the nurse by answering what, where, when it started, how bad, and what they need, performing at least 5 of 6 steps independently, on 3 consecutive scored visits or role-plays, as measured by a task-analysis checklist collected monthly during role-play and at each real nurse visit.
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. Tell or show the nurse why they came (sick, hurt, or something else) | ||||||||
| 2. Name or show the symptom (such as headache, stomachache, dizzy, cough) | ||||||||
| 3. Show or say where it is on the body | ||||||||
| 4. Say when it started (such as this morning, after lunch, in second period) | ||||||||
| 5. Rate how bad it is on the pain or symptom scale | ||||||||
| 6. Say what they want or need (such as rest, call home, medicine on their plan, go back to class) | ||||||||
| 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.