Report a health need and ask for the related support
When to use this goal
For students with a health condition managed at school (asthma, diabetes, seizures, allergies, fatigue, chronic pain) who rely on adults to notice symptoms. Base the choice on the health plan and nurse input. Young students may start with one symptom and one action.
- Baseline
- Review nurse visit logs and the health plan with the family to list the symptoms the student experiences and how each was noticed in the past month (student report, adult observation, or crisis). Use 3 or 4 scenario cards to check whether the student can name the symptom and the right support when calm.
- Tips
- Count natural opportunities from the nurse log and scenario probes separately. Score correct when the student names the symptom or need and asks for the support before an adult raises it. Never delay care to see whether the student will ask; if an adult has to step in, score the opportunity as not demonstrated and provide care. Write this goal with the school nurse.
- Limits
- Natural symptoms are unpredictable and some students cannot sense them reliably (for example, hypoglycemia), so the goal must never replace adult monitoring in the health plan. Scenario data show knowledge, not real-time reporting. Keep health details private in progress reports.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-009.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when they notice Blank to fill in: [symptom listed in their health plan, e.g. wheezing, shakiness, headache, tiredness] during the school day, the student will tell an adult the symptom and ask for the matching support (such as "My chest is tight, I need my inhaler," "I need to see the nurse") independently in at least 4 of 5 opportunities, across 2 consecutive monthly reviews, as measured by opportunity-by-opportunity data collected monthly, combining nurse logs and scenario probes.
Baseline: 1 of 5 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 issue
Issue: Blanks filled in. 1 blank is still empty: [symptom listed in their health plan]. Write in what this student will work on, such as the target sound or the strategy the team chose.
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. Opportunity (trial) recording 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 Self-Advocacy.
Met: Level of support. Defined.
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 - Self-Advocacy
- Baseline
- 1 of 5 opportunities.
- Annual goal501 characters
- By the annual IEP review date, when they notice [symptom listed in their health plan, e.g. wheezing, shakiness, headache, tiredness] during the school day, the student will tell an adult the symptom and ask for the matching support (such as "My chest is tight, I need my inhaler," "I need to see the nurse") independently in at least 4 of 5 opportunities, across 2 consecutive monthly reviews, as measured by opportunity-by-opportunity data collected monthly, combining nurse logs and scenario probes.
- Timeframe
- By the annual IEP review date
- Condition
- When they notice [symptom listed in their health plan, e.g. wheezing, shakiness, headache, tiredness] during the school day
- Behavior
- The student will tell an adult the symptom and ask for the matching support (such as "My chest is tight, I need my inhaler," "I need to see the nurse") independently
- Criteria
- In at least 4 of 5 opportunities, across 2 consecutive monthly reviews
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Monthly, combining nurse logs and scenario probes
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 4 of 5 opportunities
- Mastery rule:
- across 2 consecutive monthly reviews
- Collection schedule:
- monthly, combining nurse logs and scenario probes
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when they notice [symptom listed in their health plan, e.g. wheezing, shakiness, headache, tiredness] during the school day, the student will tell an adult the symptom and ask for the matching support (such as "My chest is tight, I need my inhaler," "I need to see the nurse") independently in at least 4 of 5 opportunities, across 2 consecutive monthly reviews, as measured by opportunity-by-opportunity data collected monthly, combining nurse logs and scenario probes.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.