Follow the safety steps for lab, shop, or kitchen tools
When to use this goal
For secondary students in science labs, shop, culinary, or art classes who skip goggles, leave burners on, or handle tools unsafely. Scores the class's safety routine as steps. Base the choice on the teacher's checklist. Edit the steps to the specific class.
- Baseline
- Have the class teacher score 3 activities with the checklist. Note which step fails; protective equipment and turning off equipment are the usual gaps. Confirm the student has passed the class's safety quiz or test; if not, that comes first.
- Tips
- Mastery is every step every time. The class teacher owns the checklist; the case manager summarizes. Pairing with a peer partner is a strong support and also normal in these classes, so it can stay. Vocational task skills belong to vocational-skills; this goal is only the safety routine.
- Limits
- Activities vary a lot across weeks; the steps must be general enough to apply to each. Does not measure the quality of the lab or cooking work.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-010.
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Goal
By the annual IEP review date, during a lab, shop, or kitchen activity with the posted safety steps reviewed at the start, the student will complete the posted safety steps for the tool or activity, performing all 6 steps independently, on 5 of 5 consecutive scored activities, as measured by a task-analysis checklist collected each activity, scored by the class teacher.
Baseline: 3 of 6 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
- 3 of 6 steps independently.
- Annual goal372 characters
- By the annual IEP review date, during a lab, shop, or kitchen activity with the posted safety steps reviewed at the start, the student will complete the posted safety steps for the tool or activity, performing all 6 steps independently, on 5 of 5 consecutive scored activities, as measured by a task-analysis checklist collected each activity, scored by the class teacher.
- Timeframe
- By the annual IEP review date
- Condition
- During a lab, shop, or kitchen activity with the posted safety steps reviewed at the start
- Behavior
- The student will complete the posted safety steps for the tool or activity
- Criteria
- Performing all 6 steps independently, on 5 of 5 consecutive scored activities
- Evaluation method
- A task-analysis checklist
- Schedule
- Each activity, scored by the class teacher
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 6 steps independently
- Mastery rule:
- on 5 of 5 consecutive scored activities
- Collection schedule:
- each activity, scored by the class teacher
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a lab, shop, or kitchen activity with the posted safety steps reviewed at the start, the student will complete the posted safety steps for the tool or activity, performing all 6 steps independently, on 5 of 5 consecutive scored activities, as measured by a task-analysis checklist collected each activity, scored by the class teacher.
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. Puts on the required protective equipment (goggles, apron, gloves) before starting | ||||||||
| 2. Checks the workstation is clear before using the tool or heat source | ||||||||
| 3. Uses the tool or heat source only as demonstrated | ||||||||
| 4. Keeps hands and loose items (hair, sleeves) away from blades or heat | ||||||||
| 5. Turns off or unplugs the equipment when finished | ||||||||
| 6. Cleans and returns tools to the designated spot | ||||||||
| 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: 6 of 6).
- 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.