School nurse Functional & Independence Skills IEP goals
42 functional & independence skills templates tagged for the school nurse, across 2 skills: health & self-management, toileting. Each opens in the builder with a matching data sheet.
42 templates · 2 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
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.
Decline food not on the safe-food list
Allergy awareness and declining unsafe food
By the annual IEP review date, when offered food by a peer, at a class party, or during a classroom activity that uses food, the student will decline food that is not on their safe-food list and tell the adult in charge independently in 5 of 5 opportunities, on 3 consecutive data review weeks, as measured by opportunity-by-opportunity data collected at every food event and weekly role-play.
Cover a cough or sneeze and wash hands
Hygiene and illness prevention
By the annual IEP review date, when they cough or sneeze during class or small-group work, the student will cover the cough or sneeze with a tissue or the inside of the elbow, throw away any tissue, and clean their hands independently in at least 8 of 10 opportunities, on 4 of 5 observed days, as measured by frequency recording collected during two class periods a day, three days a week.
Drink water at planned hydration times
Hydration and repositioning reminders
By the annual IEP review date, during the school day, with a marked water bottle showing the planned drinking times, the student will drink from their water bottle to the next marked line at each planned time independently at least 5 times per school day, on 4 of 5 consecutive school days, as measured by frequency recording collected daily, from the bottle marks or hydration card.
Identify low blood sugar signs on scenario cards
Glucose check routine with the nurse
By the annual IEP review date, given picture or written scenario cards showing the low blood sugar signs from their diabetes plan mixed with everyday events, the student will sort each scenario card into "tell an adult now, could be low" or "everyday event" independently with at least 90% accuracy on scenario cards, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly with the nurse.
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.
Change clothes privately after a toileting accident
Toileting routine steps
By the annual IEP review date, after a toileting accident at school, with a spare-clothes bag kept in the nurse's office or a private cubby, the student will get their spare-clothes bag, change in a private bathroom, and bag the wet or soiled clothes, performing at least 6 of 7 steps independently, across 3 consecutive accidents or practice runs, as measured by a task-analysis checklist collected after each accident, with a practice run every two weeks.
Use a private signal for restroom breaks
Communicating the need to use the bathroom
By the annual IEP review date, during class, when they need the restroom, the student will use their agreed private signal (placing a card on the desk corner or a set gesture) and leave for the restroom independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by frequency recording collected daily, reviewed weekly with the student.
Pack and restock a private menstrual care kit
Menstrual care routine
By the annual IEP review date, each Monday morning, using a kit checklist kept inside the kit, the student will check the contents of their menstrual care kit against the list and restock what is missing, performing all 5 steps independently, across 4 consecutive weeks, as measured by a task-analysis checklist collected weekly.
Ask privately for period supplies or nurse help
Menstrual care routine
By the annual IEP review date, during the school day, when they need period supplies, a change of clothes, or a nurse visit, the student will ask a chosen staff member privately for supplies or a nurse visit using their agreed words in at least 4 of 5 opportunities, in 3 of 4 consecutive monthly reviews, as measured by frequency recording collected during each period, reviewed monthly with the nurse.
Routines, daily living, functional academics, community safety, toileting, health, and leisure skills. 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:
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 2 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 20 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 11 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 7 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.
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.