Tell an adult about a found sharp object
When to use this goal
For young students who pick up and play with broken crayons, staples, glass, batteries, or other found hazards, or hide them. Fit depends on observation and the student's understanding of "danger" pictures, not age. Practice uses safe stand-ins (a paper "broken glass" card).
- Baseline
- Use only safe stand-ins for practice and record whether the student touched, ignored, or reported each one. Ask the family which objects come up at home (batteries, medicine) and add pictures of those.
- Tips
- Teach "stop, leave it, tell" with a short song or gesture. Praise reports warmly even when the object is harmless. Real hazards in the classroom are an adult responsibility first; this goal is a backup, not a substitute for clean, safe rooms.
- Limits
- Practice with stand-ins may not carry over to real objects; watch real events. Not a fit for mouthing objects, which has its own goal (bh-saf-023).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-038.
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Goal
By the annual IEP review date, during planned practice when the adult places a safe stand-in hazard (a picture card of broken glass, a capped battery) in the play area, the student will leave the object, go to an adult, and point to or name what they found independently in 4 of 4 opportunities, across 3 consecutive weekly practice sets, as measured by opportunity-by-opportunity data collected four planned practices per week, plus real events.
Baseline: 1 of 4 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
- 1 of 4 opportunities.
- Annual goal446 characters
- By the annual IEP review date, during planned practice when the adult places a safe stand-in hazard (a picture card of broken glass, a capped battery) in the play area, the student will leave the object, go to an adult, and point to or name what they found independently in 4 of 4 opportunities, across 3 consecutive weekly practice sets, as measured by opportunity-by-opportunity data collected four planned practices per week, plus real events.
- Timeframe
- By the annual IEP review date
- Condition
- During planned practice when the adult places a safe stand-in hazard (a picture card of broken glass, a capped battery) in the play area
- Behavior
- The student will leave the object, go to an adult, and point to or name what they found independently
- Criteria
- In 4 of 4 opportunities, across 3 consecutive weekly practice sets
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Four planned practices per week, plus real events
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 4 of 4 opportunities
- Mastery rule:
- across 3 consecutive weekly practice sets
- Collection schedule:
- four planned practices per week, plus real events
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during planned practice when the adult places a safe stand-in hazard (a picture card of broken glass, a capped battery) in the play area, the student will leave the object, go to an adult, and point to or name what they found independently in 4 of 4 opportunities, across 3 consecutive weekly practice sets, as measured by opportunity-by-opportunity data collected four planned practices per week, plus real events.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.