Identify health risks of smoking and vaping
When to use this goal
For students in prevention lessons who cannot name what smoking or vaping does to the body, or who think vapes are just flavored air. Present levels, not grade, decide fit. Use the district's prevention curriculum.
- Baseline
- Give the statement sort before the unit to find common misbeliefs, such as vapes being harmless. Note whether errors come from reading or from the content.
- Tips
- Score each statement as one item. Use facts from the district curriculum; do not add figures that are not in the materials. Be thoughtful when family members smoke or vape; keep the focus on the student's own choices.
- Limits
- Knowing risks does not predict choices; pair with the refusal templates. Does not address a student who is already using, which calls for the counselor and family.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-hlth-012.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, after a prevention lesson, given 8 statements about smoking and vaping, the student will sort each statement as true or false and name one body part affected by smoking or vaping independently with at least 88% accuracy on health risk statements, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly during the unit.
Baseline: 50% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy 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 Health Education.
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 - Health Education
- Baseline
- 50% accuracy.
- Annual goal384 characters
- By the annual IEP review date, after a prevention lesson, given 8 statements about smoking and vaping, the student will sort each statement as true or false and name one body part affected by smoking or vaping independently with at least 88% accuracy on health risk statements, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly during the unit.
- Timeframe
- By the annual IEP review date
- Condition
- After a prevention lesson, given 8 statements about smoking and vaping
- Behavior
- The student will sort each statement as true or false and name one body part affected by smoking or vaping independently
- Criteria
- With at least 88% accuracy on health risk statements, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly during the unit
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 88% accuracy on health risk statements
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly during the unit
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, after a prevention lesson, given 8 statements about smoking and vaping, the student will sort each statement as true or false and name one body part affected by smoking or vaping independently with at least 88% accuracy on health risk statements, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly during the unit.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.