Use scissors and sharp classroom tools the taught way
When to use this goal
For students who wave scissors, cut things other than paper, or walk with points up. Scores the safe-use routine as steps. Base the choice on a checklist during cutting activities. Cutting skill itself (accuracy on a line) is in fine-motor.
- Baseline
- Score 3 to 5 cutting activities with the checklist. Note which step fails (walking with points up and cutting non-paper items are most common). Use safety scissors with young students until the routine is reliable.
- Tips
- Mastery is every step every time because the tool can hurt someone. Teach the routine with blunt scissors and practice carrying before cutting. Edit the steps for other tools (hole punch, compass, box cutter in older grades).
- Limits
- Cutting activities are infrequent in upper grades; plan practice. Does not measure cutting accuracy or hand skills.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-009.
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Goal
By the annual IEP review date, during an art or classroom activity that uses scissors or a hole punch, the student will complete the safe scissors routine steps, performing all 5 steps independently, on 5 of 5 consecutive scored activities, as measured by a task-analysis checklist collected each cutting activity, at least 2 per week.
Baseline: 2 of 5 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 Safety Behaviors.
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
- Behavior & Classroom Expectations - Safety Behaviors
- Baseline
- 2 of 5 steps independently.
- Annual goal335 characters
- By the annual IEP review date, during an art or classroom activity that uses scissors or a hole punch, the student will complete the safe scissors routine steps, performing all 5 steps independently, on 5 of 5 consecutive scored activities, as measured by a task-analysis checklist collected each cutting activity, at least 2 per week.
- Timeframe
- By the annual IEP review date
- Condition
- During an art or classroom activity that uses scissors or a hole punch
- Behavior
- The student will complete the safe scissors routine steps
- Criteria
- Performing all 5 steps independently, on 5 of 5 consecutive scored activities
- Evaluation method
- A task-analysis checklist
- Schedule
- Each cutting activity, at least 2 per week
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 5 steps independently
- Mastery rule:
- on 5 of 5 consecutive scored activities
- Collection schedule:
- each cutting activity, at least 2 per week
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during an art or classroom activity that uses scissors or a hole punch, the student will complete the safe scissors routine steps, performing all 5 steps independently, on 5 of 5 consecutive scored activities, as measured by a task-analysis checklist collected each cutting activity, at least 2 per week.
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. Carries the scissors closed with the blades in the fist, points down | ||||||||
| 2. Stays seated while cutting | ||||||||
| 3. Cuts only the paper or material assigned | ||||||||
| 4. Keeps the scissors on the table when not cutting | ||||||||
| 5. Returns the scissors to the bin, closed, when finished | ||||||||
| 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: 5 of 5).
- 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.