Tell an adult before leaving the room or area
When to use this goal
For students who leave the classroom or area quietly without telling anyone, so adults do not know where they are. Teaches the safety step of telling an adult first. Base the choice on logged exits. Break requests as a replacement for escape are in replacement-behavior; this goal is about being accounted for.
- Baseline
- Log every exit for a week: told an adult first, told after being asked, or left without telling. Note the destination. Check whether the student has a way to tell (a card or board) that is faster than just walking out.
- Tips
- Say yes to most exits in the early weeks so telling pays off, and keep the telling step very quick (moving a name, holding up a card). The target is every exit because an unaccounted-for student is a safety problem. Pair with replacement-behavior bh-rep-001 or bh-rep-003 if the exits are break-seeking, and with bh-saf-015 if the student leaves the supervised area.
- Limits
- Exits the adult does not notice are not logged, which overstates the rate of telling; a door chime or location board helps. Does not measure where the student actually goes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-014.
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Goal
By the annual IEP review date, when the student wants to leave the classroom for any reason (restroom, water, a break, the nurse), the student will tell or show an adult where they are going (spoken, a card, or pointing to the location board) before leaving the room or area independently in 10 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily, each exit, summarized weekly.
Baseline: 2 of 10 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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 10 opportunities.
- Annual goal440 characters
- By the annual IEP review date, when the student wants to leave the classroom for any reason (restroom, water, a break, the nurse), the student will tell or show an adult where they are going (spoken, a card, or pointing to the location board) before leaving the room or area independently in 10 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily, each exit, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When the student wants to leave the classroom for any reason (restroom, water, a break, the nurse)
- Behavior
- The student will tell or show an adult where they are going (spoken, a card, or pointing to the location board) before leaving the room or area independently
- Criteria
- In 10 of 10 opportunities, across 3 consecutive weekly data summaries
- Evaluation method
- Direct observation
- Schedule
- Daily, each exit, summarized weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in 10 of 10 opportunities
- Mastery rule:
- across 3 consecutive weekly data summaries
- Collection schedule:
- daily, each exit, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when the student wants to leave the classroom for any reason (restroom, water, a break, the nurse), the student will tell or show an adult where they are going (spoken, a card, or pointing to the location board) before leaving the room or area independently in 10 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily, each exit, summarized weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.