Stop, save and tell after a mean message
When to use this goal
For students who reply angrily to mean messages, delete them, or keep them secret. Present levels in naming a trusted adult and in taking screenshots decide fit. Practice uses sample messages only.
- Baseline
- Run two or three role-plays with different messages (an insult, a mean group chat, an embarrassing photo comment). Mark each step. Use only made-up messages that are mean but not harmful to read.
- Tips
- Real cyberbullying follows the school's bullying procedures; this goal builds the student's response. Teach where the screenshot and block buttons are on the apps the student uses. Families can practice the same steps.
- Limits
- Role-play cannot recreate how upsetting a real message feels. The goal does not measure what happens after the report.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-dig-011.
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Goal
By the annual IEP review date, during a role-play with a sample mean message on a practice screen, the student will respond to the sample mean message by following the stop, save and tell steps, performing all 5 steps independently, across 3 consecutive weekly role-plays, as measured by a task-analysis checklist collected weekly.
Baseline: 1 of 5 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 Digital Literacy & Online Safety.
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
- Science, Social Studies & Digital Literacy - Digital Literacy & Online Safety
- Baseline
- 1 of 5 steps independently.
- Annual goal331 characters
- By the annual IEP review date, during a role-play with a sample mean message on a practice screen, the student will respond to the sample mean message by following the stop, save and tell steps, performing all 5 steps independently, across 3 consecutive weekly role-plays, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a role-play with a sample mean message on a practice screen
- Behavior
- The student will respond to the sample mean message by following the stop, save and tell steps
- Criteria
- Performing all 5 steps independently, across 3 consecutive weekly role-plays
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing all 5 steps independently
- Mastery rule:
- across 3 consecutive weekly role-plays
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a role-play with a sample mean message on a practice screen, the student will respond to the sample mean message by following the stop, save and tell steps, performing all 5 steps independently, across 3 consecutive weekly role-plays, as measured by a task-analysis checklist collected weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Stop and do not reply | ||||||||
| 2. Take a screenshot of the message | ||||||||
| 3. Use the block or mute button | ||||||||
| 4. Tell a trusted adult and show the screenshot | ||||||||
| 5. Name a calming choice for afterward, such as a break or talking with a friend | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 5).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.