IEP goals for diabetes self-management

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

Diabetes IEP goals cover the student's own part in a diabetes care plan written by the family, the health care provider and the school nurse: going to scheduled checks, following the nurse's routine steps, telling an adult about symptoms, and explaining their needs. The plan sets every medical step and number; the goal measures the student's participation, such as arriving for 10 of 10 scheduled checks.

A student with diabetes has two kinds of plans at school. The medical plan, often called an individualized health plan or diabetes medical management plan, comes from the student's health care provider and family, and the school nurse carries it out.^[5] It sets glucose targets, insulin doses, treatment steps and who may do what. An IEP or a Section 504 plan then sets out the supports and services the student needs to take part in school.^[2]

IEP goals come in when the student needs to learn their part in that care: getting to the nurse on time, following the check routine, noticing and reporting symptoms, carrying supplies, and speaking up. This page gives 20 such goals with illustrative baselines. Every medical detail (numbers, doses, actions for a high or low) comes from the student's own plan and nurse, never from the IEP goal. The life skills IEP goals pillar covers the other health goals.

Who writes diabetes goals

The case manager writes the goal with the school nurse and the family, and the nurse reviews it before the meeting. Ask three questions:

Does the student need to learn a skill for their care, or only to receive care? Only skills become goals. Care itself is a health service.
What does the medical plan allow the student to do on their own now, and what is the next step the family and provider want?
Who collects data, and where? The nurse often does, since the routine happens in the health office.

School health services and school nurse services are related services under IDEA when a student needs them to benefit from special education.^[1] Many students with diabetes have a 504 plan instead of an IEP; the goals below apply when the student has an IEP for another reason or needs specially designed instruction in self-care. See IEP vs 504 for how the two differ.

Choosing a diabetes goal

Student profile	Sub-skill	Measure	Data sheet
Misses scheduled nurse checks	Getting to scheduled checks	Checks attended out of scheduled	Opportunity data sheet
Needs the nurse to prompt each step	Following the check routine	Routine steps independent	Task analysis data sheet
Does not notice or report symptoms	Noticing and telling	Reports out of practice scenarios	Opportunity data sheet
Plan includes carb counting by the student	Food and carbohydrates	Correct counts out of trays	Accuracy data sheet
Older student moving toward adult care	Supplies and self-advocacy	Steps or rubric score	Rubric scoring data sheet

Getting to scheduled checks

Goal	Baseline (illustrative)	Measure	Template
1. When a phone or watch alarm signals a scheduled glucose check, the student will go to the nurse's office within 5 minutes on 10 of 10 scheduled checks over 2 weeks.	4 of 10 without staff reminder	Opportunities	Template
2. Before PE, recess or a field trip, the student will check in with the nurse as the plan requires on 5 of 5 occasions.	2 of 5	Opportunities	Template
3. When leaving class for a check, the student will use the class pass and return within the time on the plan, 4 of 4 steps, on 9 of 10 trips.	5 of 10	Task analysis	Template
4. Using a visual schedule, the student will name the times of their scheduled checks with 100% accuracy on 3 probes.	Names 1 of 3 times	Accuracy	Template

Weak: "The student will manage diabetes."

Measurable: "When an alarm signals a scheduled glucose check, the student will go to the nurse's office within 5 minutes on 10 of 10 scheduled checks over 2 weeks, measured on an opportunity data sheet."

Following the check routine

The steps of a glucose check differ by device and by plan. The nurse writes the task analysis from the student's plan; the goal measures how many of those steps the student does without prompting.

Goal	Baseline (illustrative)	Measure	Template
5. With the school nurse present, the student will complete the steps of their glucose check routine listed in the health plan, with 0 nurse prompts on 9 of 10 checks.	Prompted on 6 of 8 steps	Task analysis	Template
6. After a glucose reading, the student will tell the nurse whether it is in, above or below the target range written in their plan on 10 of 10 checks.	5 of 10	Accuracy	Template
7. With a continuous glucose monitor, the student will tell the nurse or designated staff when the device alarms, within 2 minutes, on 5 of 5 alarms.	Silences it without telling on 3 of 5	Opportunities	Template
8. After each check, the student will record the reading in the log or app the plan uses on 9 of 10 checks.	Nurse records all	Opportunities	Template

Weak: "The student will check blood sugar independently."

Measurable: "With the school nurse present, the student will complete the steps of their glucose check routine listed in the health plan, with 0 nurse prompts on 9 of 10 checks, measured by task analysis."

Noticing and telling an adult

These goals teach the student to report how they feel. What adults do next is in the plan.

Goal	Baseline (illustrative)	Measure	Template
9. Given 10 scenario cards, the student will name which feelings on their plan's symptom list mean "tell an adult now" with 10 of 10 correct on 3 probes.	5 of 10	Accuracy	Template
10. When the student feels any symptom on their plan's list, the student will tell the nearest adult or use a "nurse now" card within 1 minute on 4 of 4 observed occasions.	Keeps working, staff notice	Opportunities	Template
11. In role-play, the student will tell a substitute teacher about their diabetes and where the nurse is, using a 3-line script, on 3 of 3 trials.	Does not tell	Opportunities	Template
12. When a low or high reading happens, the student will follow the first student step listed in their plan (for example, stay seated and call for the nurse) on 4 of 4 practice drills.	Needs full adult guidance	Task analysis	Template

Practice drills for goal 12 use scenarios only, planned with the nurse. The nurse decides what the student's step is.

Weak: "The student will recognize low blood sugar."

Measurable: "When the student feels any symptom on their plan's list, the student will tell the nearest adult or use a 'nurse now' card within 1 minute on 4 of 4 observed occasions."

Food and carbohydrate goals

Use these only when the plan says the student counts carbohydrates or chooses snacks as part of their care.

Goal	Baseline (illustrative)	Measure	Template
13. Given the school lunch tray and the carb list the nurse provides, the student will add the carbohydrate grams and match the nurse's count on 4 of 5 lunches.	1 of 5	Accuracy	Template
14. Given 6 food labels, the student will find total carbohydrates per serving with 6 of 6 correct on 3 probes.	3 of 6	Accuracy	Template
15. When the plan calls for a snack before activity, the student will take it from their kit at the planned time on 9 of 10 days.	5 of 10	Opportunities	Template
16. At class parties or events, the student will check with the nurse or follow the plan's rule before eating extra food on 4 of 4 events.	Eats without checking	Opportunities	Template

Weak: "The student will count carbs."

Measurable: "Given the school lunch tray and the nurse's carb list, the student will add the carbohydrate grams and match the nurse's count on 4 of 5 lunches, measured by accuracy."

Supplies and self-advocacy

Goal	Baseline (illustrative)	Measure	Template
17. Before leaving for a field trip or after-school activity, the student will check their diabetes kit against a picture list the nurse made, 6 of 6 items, on 4 of 4 trips.	3 of 6 items	Task analysis	Template
18. When supplies in the school kit are low, the student will tell the nurse and the family the same day on 3 of 3 occasions.	Runs out	Opportunities	Template
19. The student will explain their diabetes, symptoms to watch for and what helps to a new adult, scored on a 3-point rubric, averaging 2.5 or higher on 3 probes.	Average 1.0	Rubric	Template
20. The student will carry a medical ID or emergency card and show it when asked on 5 of 5 checks.	Leaves card at home	Opportunities	Template

Self-advocacy goals connect to transition planning for students 14 and older, when the student will move toward managing care as an adult.

Weak: "The student will advocate for diabetes needs."

Measurable: "The student will explain their diabetes, symptoms to watch for and what helps to a new adult, scored on a 3-point rubric, averaging 2.5 or higher on 3 probes."

How to measure diabetes goals

The nurse usually collects data on check routines, since those happen in the health office. Teachers collect data on reporting and nurse visits. Agree on this in the meeting.

Use task analysis for the check routine, written from the plan's own steps. Use the opportunities method for nurse visits and reporting: each scheduled check or each symptom episode is one opportunity. Use rubric scoring for self-advocacy. Keep health data with health records as your district requires.

Adapting by age and support level

Student	Focus	Criterion example
K-2	Telling an adult, going to the nurse with a buddy	4 of 4 reports to an adult
Grades 3 to 5	Alarms, routine steps with the nurse, kit checks	10 of 10 scheduled checks
Middle school	Logging, target range talk, carb counting if the plan allows	4 of 5 lunches matched
High school and transition	Supplies, explaining needs, planning for adult care	Rubric average 2.5 on 3 probes

More templates are on the health self management goals and school nurse role pages. Related guides: medication goals, nutrition goals and reporting pain goals. Check each draft in the goal checker.

Frequently asked questions

Should diabetes care be written as an IEP goal?

Only the student's learning goals belong in the IEP, such as getting to checks or telling an adult about symptoms. The medical care itself, including doses, targets and treatment, stays in the health plan carried out by the school nurse.

Does a student with diabetes need an IEP or a 504 plan?

Many students with diabetes have a 504 plan, which covers health supports and accommodations. An IEP applies when the student also needs special education. The team decides based on the student's evaluation and needs.

Who collects data on diabetes goals?

Usually the school nurse for check routines and the teacher for reporting and nurse visits. Agree on who records what during the meeting, and keep health data where your district requires.

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Sources

34 CFR §300.34: Related services, Legal Information Institute, Cornell Law School
Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools (2016), U.S. Department of Education, Office for Civil Rights
34 CFR §104.33: Free appropriate public education, eCFR (National Archives)
34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
Managing Diabetes in Schools, Centers for Disease Control and Prevention

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.