Reduce climbing on shelves and tables
When to use this goal
A reduction goal for young students who climb shelves, tables, or counters often enough to risk falls, and whose FBA suggests the climbing gives movement or access to items up high. Pair with a replacement goal (a movement break or item request, see bh-rep-025 and bh-rep-006).
- Baseline
- Count each climb for five days using the plan's definition and record what happened just before (an item out of reach, a long sit, waiting). Climbing to reach items calls for room changes and a help request; climbing for movement calls for scheduled climbing time.
- Tips
- Valid only with a replacement goal and with safe climbing available. Move tempting items down and anchor furniture. Block calmly and redirect to the mat or request without a big reaction. Graph climbing and replacement requests together.
- Limits
- Counts do not reflect height or risk; the plan should note falls separately. This goal never replaces room safety changes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-037.
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Goal
By the annual IEP review date, across the preschool or kindergarten day with climbing time offered on the playground structure or a climbing mat, the student will reduce climbing on classroom furniture, shelves, or counters as defined in the behavior plan (both feet off the floor on an object not made for climbing) to no more than 2 times per school day, with a climbing mat or movement break offered every hour, on 4 of 5 consecutive school days, as measured by frequency recording collected daily, every occurrence.
Baseline: 10 times per school day.
- 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
- 10 times per school day.
- Annual goal519 characters
- By the annual IEP review date, across the preschool or kindergarten day with climbing time offered on the playground structure or a climbing mat, the student will reduce climbing on classroom furniture, shelves, or counters as defined in the behavior plan (both feet off the floor on an object not made for climbing) to no more than 2 times per school day, with a climbing mat or movement break offered every hour, on 4 of 5 consecutive school days, as measured by frequency recording collected daily, every occurrence.
- Timeframe
- By the annual IEP review date
- Condition
- Across the preschool or kindergarten day with climbing time offered on the playground structure or a climbing mat
- Behavior
- The student will reduce climbing on classroom furniture, shelves, or counters as defined in the behavior plan (both feet off the floor on an object not made for climbing), with a climbing mat or movement break offered every hour
- Criteria
- No more than 2 times per school day, on 4 of 5 consecutive school days
- Evaluation method
- Frequency recording
- Schedule
- Daily, every occurrence
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:
- no more than 2 times per school day
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily, every occurrence
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, across the preschool or kindergarten day with climbing time offered on the playground structure or a climbing mat, the student will reduce climbing on classroom furniture, shelves, or counters as defined in the behavior plan (both feet off the floor on an object not made for climbing) to no more than 2 times per school day, with a climbing mat or movement break offered every hour, on 4 of 5 consecutive school days, as measured by frequency recording collected daily, every occurrence.
| 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 day.
- 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.