Reduce leaving the supervised area without an adult
When to use this goal
A reduction goal for students whose plan defines leaving the supervised area (the classroom, playground, building, or group) without an adult, when it creates a safety risk. Base the choice on the plan's log. Pair with bh-saf-014 (telling an adult), bh-saf-001 or bh-saf-013 (staying with the group or in bounds), and replacement-behavior bh-rep-001 or bh-rep-003 (break request). An emergency response plan runs alongside this goal from day one.
- Baseline
- Pull 4 to 6 weeks of logged incidents and check that staff used one definition of the boundary. Record the antecedent, time, destination, and how the student returned for each incident. Confirm the FBA covers this behavior; leaving to escape, to get to something, and to get attention each need a different replacement.
- Tips
- A zero target is reasonable here because a single unsupervised exit from the building can be dangerous; progress is reported as consecutive weeks at zero and as the drop from baseline. This goal never describes locks, holds, or seclusion; the supports are positioning, replacement requests, and check-ins. The emergency plan (who searches, who calls) is separate from the IEP goal. Graph break requests and location-board use on the same chart.
- Limits
- Frequency ignores how far the student went and for how long; keep the incident log. Weekly counts hide which period is the problem; the per-incident data do not. Never the only safety measure for a student who runs; supervision ratios and environmental changes come first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-015.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, across the school day with the break request and location board available and the behavior plan in place, the student will reduce leaving the supervised area without an adult as defined in the behavior plan (crosses the classroom doorway, playground boundary, or building exit without an adult present) to 0 times per school week, with the break request honored and the location board in use, across 6 consecutive weekly data summaries, as measured by frequency recording collected every occurrence logged by staff, summarized weekly.
Baseline: 4 times per school week.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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
- 4 times per school week.
- Annual goal565 characters
- By the annual IEP review date, across the school day with the break request and location board available and the behavior plan in place, the student will reduce leaving the supervised area without an adult as defined in the behavior plan (crosses the classroom doorway, playground boundary, or building exit without an adult present) to 0 times per school week, with the break request honored and the location board in use, across 6 consecutive weekly data summaries, as measured by frequency recording collected every occurrence logged by staff, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Across the school day with the break request and location board available and the behavior plan in place
- Behavior
- The student will reduce leaving the supervised area without an adult as defined in the behavior plan (crosses the classroom doorway, playground boundary, or building exit without an adult present), with the break request honored and the location board in use
- Criteria
- 0 times per school week, across 6 consecutive weekly data summaries
- Evaluation method
- Frequency recording
- Schedule
- Every occurrence logged by staff, summarized weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- 0 times per school week
- Mastery rule:
- across 6 consecutive weekly data summaries
- Collection schedule:
- every occurrence logged by staff, summarized weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, across the school day with the break request and location board available and the behavior plan in place, the student will reduce leaving the supervised area without an adult as defined in the behavior plan (crosses the classroom doorway, playground boundary, or building exit without an adult present) to 0 times per school week, with the break request honored and the location board in use, across 6 consecutive weekly data summaries, as measured by frequency recording collected every occurrence logged by staff, summarized weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per school week.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.