School Nurse IEP goal bank
60 templates across 9 skills in 5 areas, led by functional & independence skills, behavior & classroom expectations, and motor & sensory skills (OT, PT & adapted PE). Every goal opens in the builder, where ten checks keep it measurable, and links to the data sheet that matches its measure.
60 templates · 9 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Top skills
The 8 most relevant skills, with sample goals. Numbers are illustrative; set targets from the student's own baseline.
Health & Self-Management Functional & Independence Skills
Rate pain on a faces scale when asked
Reporting illness or pain
By the annual IEP review date, when an adult or the nurse asks about pain after an injury, a complaint of pain, or a nurse visit, the student will point to or say a number on the 0-to-10 faces pain scale that matches their pain independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected at each real or practice opportunity, reviewed weekly.
Show symptoms on a body chart
Reporting illness or pain
By the annual IEP review date, when they show signs of being unwell listed in their health plan (head down, holding the stomach, leaving the group), the student will point to a symptom picture (hurts, itchy, sick to stomach, dizzy) and to the body part on the body chart independently in at least 4 of 5 opportunities, in 4 of 5 consecutive weekly reviews, as measured by opportunity-by-opportunity data collected at each real or practice opportunity.
School Attendance & Punctuality Behavior & Classroom Expectations
Follow a re-entry routine after an absence
Re-entry routine after an absence
By the annual IEP review date, on the first day back after an absence of one or more days, the student will complete the re-entry steps on the first day back, performing at least 5 of 6 steps independently, across 3 consecutive returns, as measured by a task-analysis checklist collected on each return day.
Build back class periods after an extended absence
Re-entry routine after an absence
By the annual IEP review date, during each week of the re-entry schedule, the student will be present for the class periods on that week's re-entry schedule independently at least 28 times per 5-day school week, across 2 consecutive weeks at each re-entry step, as measured by frequency recording collected daily, from period attendance.
Toileting Functional & Independence Skills
Use the toilet during scheduled sits
Taking part in a toileting schedule
By the annual IEP review date, during scheduled toileting sits across the school day, the student will urinate or have a bowel movement in the toilet with a picture of the routine posted in the stall at least 3 times per school day, on 4 of 5 observed days, as measured by frequency recording collected daily, at every scheduled sit.
Arrive at bathroom checks with dry clothing
Taking part in a toileting schedule
By the annual IEP review date, at each scheduled dry check during the school day, the student will arrive at the check with dry clothing with no adult reminder between checks in at least 5 of 6 opportunities, on 4 of 5 consecutive school days, as measured by direct observation collected daily, at every scheduled check.
Functional Mobility Motor & Sensory Skills (OT, PT & Adapted PE)
Climb school stairs with crutches and the rail
Walker, crutch or cane use at school
By the annual IEP review date, when going up and down one flight of school stairs with a handrail during a class change, the student will follow the PT's stair pattern going up and down the flight with no adult cues, performing all 6 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected on stair trips at least three times a week.
Transfer to the toilet using a grab bar
Transfers (toilet, chair, bus)
By the annual IEP review date, when using the accessible stall in the school restroom during a scheduled restroom time, the student will move from the wheelchair to the toilet and back following the transfer steps with one adult standing by within arm's reach and no hands-on help, performing at least 7 of 8 steps independently, on 4 of 5 observed restroom times, as measured by a task-analysis checklist collected daily at scheduled restroom times.
Sensory Processing & Regulation Motor & Sensory Skills (OT, PT & Adapted PE)
Get a chewable tool for oral input
Requesting a sensory tool or break
By the annual IEP review date, during seated work or listening times, when the student seeks oral input, the student will get their chewable tool from its holder or ask for a crunchy snack allowed by the plan, and use it with no adult prompts in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily.
Ask to move away from glare
Requesting a sensory tool or break
By the annual IEP review date, when working under bright overhead lights or near a sunny window, the student will ask to move seats, dim a light, close a blind or wear a hat or tinted glasses allowed by the plan, using words, a card or a device with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by frequency recording collected daily.
Community Access & Travel Transition & Postsecondary Skills
Pick up a prescription at the pharmacy counter
Pharmacy
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.
Ask a pharmacist a question about a medicine
Pharmacy
By the annual IEP review date, at the pharmacy counter on a community trip, when the student has a question written beforehand, the student will ask the pharmacist the question and write or record the answer independently in at least 4 of 5 opportunities, across 2 consecutive months, as measured by opportunity-by-opportunity data collected at each pharmacy trip or role-play.
Independent Living Transition & Postsecondary Skills
Take daily medication with a pill organizer
Medication routine
By the annual IEP review date, at the dose time set in the student's phone, using a weekly pill organizer filled by a family member or nurse, at home, the student will take the dose from the correct day and time slot and record it, performing all 7 steps independently, on 10 consecutive doses, as measured by a task-analysis checklist collected at each observed dose.
Fill a pill organizer with a nurse check
Medication routine
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.
Feeding & Mealtime Skills Motor & Sensory Skills (OT, PT & Adapted PE)
Tell lunch staff about their mealtime plan
Communicating hunger, fullness and preferences
By the annual IEP review date, when ordering or choosing food in the school cafeteria line, the student will tell the server or staff member their food needs (such as soft foods, no nuts or thickened drinks) and ask what fits the plan with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive months, as measured by direct observation collected at each observed food choice, at least weekly.
All 9 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Functional & Independence Skills
Behavior & Classroom Expectations
Motor & Sensory Skills (OT, PT & Adapted PE)
Transition & Postsecondary Skills
Social-Emotional & Communication
This goal bank for school nurses covers the student's part of health routines: reporting illness or pain, medication and glucose check routines, allergy awareness, carrying medical ID, and making appointments. An IEP goal never replaces the student's health plan, emergency plan, or medical orders.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 9 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 3 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 27 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 19 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 2 goals here
Frequently asked questions
What IEP goals can a school nurse support?
Goals that teach the student's part of a health routine, such as following the steps of a glucose check, reporting symptoms, or declining unsafe food. The nurse often collects data during health office visits.
Does an IEP goal replace the health plan?
No. The health plan, emergency plan, and medical orders stay in charge of care. The IEP goal teaches skills that fit inside those plans.
How are health routine goals measured?
Usually with a task analysis of the routine steps, marked at each visit, and opportunities for reporting. The nurse and teacher agree on the steps before data collection starts.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.