Tell an adult when hurt or when something unsafe is happening
When to use this goal
For students who hide an injury, do not report a fall, or watch an unsafe situation (a peer climbing the fence, a spill) without telling anyone. Base the choice on role-plays and any observed events. Any communication mode counts.
- Baseline
- Run 3 to 5 role-plays with a pretend scrape or a staged spill and record whether the student reports within 1 minute, reports when asked, or does nothing. Ask the nurse and family whether the student reports injuries at home. Real events are rare and should be logged whenever seen.
- Tips
- Respond warmly to every report, including small ones, so reporting is worth doing. Teach a short script ("I got hurt" plus pointing). Keep role-plays playful and never stage anything frightening. Reporting peer conflict is in replacement-behavior bh-rep-019; this goal is injuries and hazards.
- Limits
- Role-plays are the main data source and are not the same as a real fall; log real events separately. Students who do not feel pain typically (some medical conditions) need medical input and closer adult checks.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-021.
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Goal
By the annual IEP review date, when the student is hurt (a fall, a bump, a cut) during the school day, the student will go to the nearest adult and tell or show what happened (spoken, signed, a picture card, or pointing) within 1 minute independently in 5 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed event plus 1 weekly role-play, summarized every 2 weeks.
Baseline: 1 of 5 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
- 1 of 5 opportunities.
- Annual goal434 characters
- By the annual IEP review date, when the student is hurt (a fall, a bump, a cut) during the school day, the student will go to the nearest adult and tell or show what happened (spoken, signed, a picture card, or pointing) within 1 minute independently in 5 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed event plus 1 weekly role-play, summarized every 2 weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When the student is hurt (a fall, a bump, a cut) during the school day
- Behavior
- The student will go to the nearest adult and tell or show what happened (spoken, signed, a picture card, or pointing) within 1 minute independently
- Criteria
- In 5 of 5 opportunities, across 3 consecutive 2-week data summaries
- Evaluation method
- Direct observation
- Schedule
- Each observed event plus 1 weekly role-play, summarized every 2 weeks
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 5 of 5 opportunities
- Mastery rule:
- across 3 consecutive 2-week data summaries
- Collection schedule:
- each observed event plus 1 weekly role-play, summarized every 2 weeks
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when the student is hurt (a fall, a bump, a cut) during the school day, the student will go to the nearest adult and tell or show what happened (spoken, signed, a picture card, or pointing) within 1 minute independently in 5 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed event plus 1 weekly role-play, summarized every 2 weeks.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.