Answer and ask questions at a health appointment
When to use this goal
For transition-age students who will soon manage their own health care and whose family currently does all the talking at appointments. Present levels, not grade, decide fit. Practice at school; families can carry it into real appointments if they wish.
- Baseline
- Run a role-play with the nurse and mark each step. Ask the family who usually talks at appointments and whether the student knows their own medicines and health history.
- Tips
- Use a note card the student keeps in a phone or wallet. Respect family and cultural preferences about who speaks at appointments; the goal builds the student's skill, and the family decides how it is used outside school.
- Limits
- This goal never replaces the student's health plan or medical advice. School role-plays may not match real clinics, and family reports are useful but less consistent than observation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-045.
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Goal
By the annual IEP review date, during a role-play of a doctor, dentist, or clinic visit with the school nurse acting as the provider, the student will check in, describe why they are there, answer the provider's questions, ask one question of their own, and repeat back the plan, performing at least 6 of 7 steps independently, on 3 consecutive role-plays or appointments, as measured by a task-analysis checklist collected monthly.
Baseline: 2 of 7 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 Self-Advocacy.
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 - Self-Advocacy
- Baseline
- 2 of 7 steps independently.
- Annual goal432 characters
- By the annual IEP review date, during a role-play of a doctor, dentist, or clinic visit with the school nurse acting as the provider, the student will check in, describe why they are there, answer the provider's questions, ask one question of their own, and repeat back the plan, performing at least 6 of 7 steps independently, on 3 consecutive role-plays or appointments, as measured by a task-analysis checklist collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- During a role-play of a doctor, dentist, or clinic visit with the school nurse acting as the provider
- Behavior
- The student will check in, describe why they are there, answer the provider's questions, ask one question of their own, and repeat back the plan
- Criteria
- Performing at least 6 of 7 steps independently, on 3 consecutive role-plays or appointments
- 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 6 of 7 steps independently
- Mastery rule:
- on 3 consecutive role-plays or appointments
- Collection schedule:
- monthly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a role-play of a doctor, dentist, or clinic visit with the school nurse acting as the provider, the student will check in, describe why they are there, answer the provider's questions, ask one question of their own, and repeat back the plan, performing at least 6 of 7 steps independently, on 3 consecutive role-plays or appointments, 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. Checks in and gives their name | ||||||||
| 2. States the reason for the visit | ||||||||
| 3. Describes a symptom or concern (when, where, how much) | ||||||||
| 4. Names the medicines they take or shows a list | ||||||||
| 5. Answers the provider's questions | ||||||||
| 6. Asks one question of their own | ||||||||
| 7. Repeats back or writes down the plan | ||||||||
| 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: 6 of 7).
- 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.