Fill a pill organizer with a nurse check
When to use this goal
For young adults who already take doses from a filled organizer and whose prescriber, family, and nurse agree the student should learn to fill it. The nurse or a family member checks every fill before any dose is taken. Fit is a medical and family decision first.
- Baseline
- Run the routine on at least 3 separate days in the setting where it will be measured before setting a target. Mark each step as independent, prompted (note the prompt type), or not done, and count only independent steps. Note the steps missed most often; they usually need direct teaching, not just more practice. The nurse or family checks every slot before use no matter what the data show; a fill with any wrong slot is scored as not meeting the step.
- Tips
- Every step is scored, so the target is all steps. Keep the check step permanently in the routine for as long as the family and prescriber want it; it is part of a safe adult routine, not a support to fade.
- Limits
- Never replaces the prescriber's orders, pharmacy instructions, or the school medication policy, and gives no medical advice. Medicines that are cut, liquid, or injected need a plan from the nurse, not this template.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-il-041.
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Goal
By the annual IEP review date, once a week in the health office, with the student's labeled bottles, a weekly pill organizer, and the school nurse checking the result, the student will fill each day and time slot with the doses on the medication list, performing all 8 steps independently, on 4 consecutive weekly fills, as measured by a task-analysis checklist collected weekly.
Baseline: 3 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 Independent Living.
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 - Independent Living
- Baseline
- 3 of 8 steps independently.
- Annual goal379 characters
- By the annual IEP review date, once a week in the health office, with the student's labeled bottles, a weekly pill organizer, and the school nurse checking the result, the student will fill each day and time slot with the doses on the medication list, performing all 8 steps independently, on 4 consecutive weekly fills, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Once a week in the health office, with the student's labeled bottles, a weekly pill organizer, and the school nurse checking the result
- Behavior
- The student will fill each day and time slot with the doses on the medication list
- Criteria
- Performing all 8 steps independently, on 4 consecutive weekly fills
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
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 all 8 steps independently
- Mastery rule:
- on 4 consecutive weekly fills
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, once a week in the health office, with the student's labeled bottles, a weekly pill organizer, and the school nurse checking the result, the student will fill each day and time slot with the doses on the medication list, performing all 8 steps independently, on 4 consecutive weekly fills, as measured by a task-analysis checklist collected weekly.
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. Washes hands and clears a flat surface | ||||||||
| 2. Sets out the organizer and the medication list | ||||||||
| 3. Reads the first bottle's label and matches it to the list | ||||||||
| 4. Places the listed number of pills in each slot for that medicine | ||||||||
| 5. Closes the bottle and sets it aside before opening the next | ||||||||
| 6. Repeats for each medicine on the list | ||||||||
| 7. Asks the nurse or family member to check every slot | ||||||||
| 8. Puts the bottles back in their storage place | ||||||||
| 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: 8 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.