Sort problems into tell-an-adult and solve-it-myself
When to use this goal
For elementary students who report every small problem to adults, or who stay silent about real dangers, because they cannot yet tell the two apart. Fit depends on behavior data about reporting, not grade. The sort is the teaching tool; real reports are the payoff.
- Baseline
- Make cards from real school situations and include at least three true dangers. Score each sort and the reason. Track real reports too: are fewer small complaints and more real concerns reaching adults?
- Tips
- The rule "could someone get hurt or is someone being hurt?" works for most students. Praise real reports every time so students do not stop telling. Pair with a social problem-solving goal for the solve-it-myself cards.
- Limits
- Card sorting shows the rule is known, not that the student will tell when it happens. Bullying should always be reportable; make sure no card teaches otherwise.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-035.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 8 picture or short written scenario cards (a peer cutting in line, a peer climbing the fence, a peer with a lighter), the student will sort each scenario into "tell an adult now" or "solve it myself" and say one reason independently on 8 of 8 items, across 3 consecutive weekly sorts, as measured by opportunity-by-opportunity data collected weekly with a new set of 8 cards.
Baseline: 5 of 8 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. Opportunity (trial) recording 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
- 5 of 8 opportunities.
- Annual goal412 characters
- By the annual IEP review date, given 8 picture or short written scenario cards (a peer cutting in line, a peer climbing the fence, a peer with a lighter), the student will sort each scenario into "tell an adult now" or "solve it myself" and say one reason independently on 8 of 8 items, across 3 consecutive weekly sorts, as measured by opportunity-by-opportunity data collected weekly with a new set of 8 cards.
- Timeframe
- By the annual IEP review date
- Condition
- Given 8 picture or short written scenario cards (a peer cutting in line, a peer climbing the fence, a peer with a lighter)
- Behavior
- The student will sort each scenario into "tell an adult now" or "solve it myself" and say one reason independently
- Criteria
- On 8 of 8 items, across 3 consecutive weekly sorts
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly with a new set of 8 cards
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:
- on 8 of 8 items
- Mastery rule:
- across 3 consecutive weekly sorts
- Collection schedule:
- weekly with a new set of 8 cards
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 8 picture or short written scenario cards (a peer cutting in line, a peer climbing the fence, a peer with a lighter), the student will sort each scenario into "tell an adult now" or "solve it myself" and say one reason independently on 8 of 8 items, across 3 consecutive weekly sorts, as measured by opportunity-by-opportunity data collected weekly with a new set of 8 cards.
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 | # + (of 8) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 8 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.