Leave and get an adult when peers are doing something unsafe
When to use this goal
For secondary students who stay, watch, or join when peers fight, vape, climb somewhere unsafe, or dare each other. Base the choice on role-plays and the student's own report. Refusing peer pressure as a social skill is in self-advocacy; this goal is the physical step of leaving and getting an adult.
- Baseline
- Run 3 to 5 role-plays with scripted scenes and record whether the student leaves within 1 minute and tells an adult, leaves but does not tell, or stays. Review the student's incident history for times they were present at unsafe events. Ask which adults the student would actually go to.
- Tips
- Agree with the student on which adults to go to and how, and keep what they report confidential from peers where possible. Reporting must not lead to punishment for the student who reports. Real events are rare and mostly self-reported; count them when confirmed by an adult.
- Limits
- Role-plays cannot reproduce the social cost of leaving a group; real-event data are sparse and depend on honest self-report. Does not fit a student who is the target of the unsafe behavior; that needs an adult safety plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-022.
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Goal
By the annual IEP review date, when peers begin an unsafe activity (a fight, climbing on a roof or fence, using a substance) in the student's presence, the student will walk away from the group within 1 minute and tell the nearest adult what is happening independently in 5 of 5 opportunities, across 3 consecutive monthly data summaries, as measured by direct observation collected each reported or observed event plus 2 role-plays per month.
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 goal443 characters
- By the annual IEP review date, when peers begin an unsafe activity (a fight, climbing on a roof or fence, using a substance) in the student's presence, the student will walk away from the group within 1 minute and tell the nearest adult what is happening independently in 5 of 5 opportunities, across 3 consecutive monthly data summaries, as measured by direct observation collected each reported or observed event plus 2 role-plays per month.
- Timeframe
- By the annual IEP review date
- Condition
- When peers begin an unsafe activity (a fight, climbing on a roof or fence, using a substance) in the student's presence
- Behavior
- The student will walk away from the group within 1 minute and tell the nearest adult what is happening independently
- Criteria
- In 5 of 5 opportunities, across 3 consecutive monthly data summaries
- Evaluation method
- Direct observation
- Schedule
- Each reported or observed event plus 2 role-plays per month
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 monthly data summaries
- Collection schedule:
- each reported or observed event plus 2 role-plays per month
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when peers begin an unsafe activity (a fight, climbing on a roof or fence, using a substance) in the student's presence, the student will walk away from the group within 1 minute and tell the nearest adult what is happening independently in 5 of 5 opportunities, across 3 consecutive monthly data summaries, as measured by direct observation collected each reported or observed event plus 2 role-plays per month.
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.