Pick up a prescription at the pharmacy counter
When to use this goal
For young adults who take a regular medicine and whose family picks it up every time. Needs giving name and date of birth and paying; the family and nurse agree before the student picks up medicine. Present levels decide fit, not grade.
- Baseline
- Take the baseline on real trips, at least 3, with staff close enough to step in. Mark each step independent, prompted (note the prompt), or done by staff, and record where staff stood; a step done with staff right beside the student is not the same as one done with staff at a distance.
- Tips
- Plan pickups with the family and nurse. Drive-through windows work too; the steps are the same.
- Limits
- Gives no medical advice and changes no medication plan. Privacy rules may require the student's or family's consent for pickups.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ca-026.
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Goal
By the annual IEP review date, on a community trip to the pharmacy when a prescription is ready, with the family's agreement and the student's ID, the student will pick up the prescription, check the name on the label, and pay, performing at least 7 of 8 steps independently, on 3 consecutive pickups, as measured by a task-analysis checklist collected at each pickup, with practice every two weeks.
Baseline: 2 of 8 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 Community Access & Travel.
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
- Transition & Postsecondary Skills - Community Access & Travel
- Baseline
- 2 of 8 steps independently.
- Annual goal399 characters
- By the annual IEP review date, on a community trip to the pharmacy when a prescription is ready, with the family's agreement and the student's ID, the student will pick up the prescription, check the name on the label, and pay, performing at least 7 of 8 steps independently, on 3 consecutive pickups, as measured by a task-analysis checklist collected at each pickup, with practice every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- On a community trip to the pharmacy when a prescription is ready, with the family's agreement and the student's ID
- Behavior
- The student will pick up the prescription, check the name on the label, and pay
- Criteria
- Performing at least 7 of 8 steps independently, on 3 consecutive pickups
- Evaluation method
- A task-analysis checklist
- Schedule
- At each pickup, with practice every two weeks
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 7 of 8 steps independently
- Mastery rule:
- on 3 consecutive pickups
- Collection schedule:
- at each pickup, with practice every two weeks
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on a community trip to the pharmacy when a prescription is ready, with the family's agreement and the student's ID, the student will pick up the prescription, check the name on the label, and pay, performing at least 7 of 8 steps independently, on 3 consecutive pickups, as measured by a task-analysis checklist collected at each pickup, with practice every two weeks.
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. Goes to the pickup counter, not the drop-off window | ||||||||
| 2. Waits in line | ||||||||
| 3. Gives their name and date of birth | ||||||||
| 4. Checks that the name on the bag is theirs | ||||||||
| 5. Answers yes or no when asked about talking to the pharmacist | ||||||||
| 6. Pays or confirms the amount | ||||||||
| 7. Signs the pad if asked | ||||||||
| 8. Puts the bag away and takes the receipt | ||||||||
| 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: 7 of 8).
- 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.