Follow lab safety steps from start to finish
When to use this goal
For students in hands-on science who skip goggles, touch materials before directions, or leave without cleaning up. Present levels in following a written or picture checklist decide which version of the checklist to use.
- Baseline
- Score two or three labs with the full checklist, marking each step independent or prompted. Steps that rarely come up (reporting a spill) can be checked in a short role-play before a lab.
- Tips
- Safety steps should be performed at every lab; set the team's target with that in mind and keep adult supervision in place until the student meets it. Picture checklists help readers and students who need a visual. Rehearse the spill step with water.
- Limits
- The checklist covers general lab safety, not hazards specific to a chemical or tool; the science teacher's safety rules always apply. This goal does not replace adult supervision during labs.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-sci-010.
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Goal
By the annual IEP review date, during each hands-on science lab with a lab safety checklist posted at the station, the student will complete each lab safety step on the checklist at the right point in the lab, performing all 9 steps independently, across 3 consecutive labs, as measured by a task-analysis checklist collected at each lab.
Baseline: 4 of 9 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 Science Skills.
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 - Science Skills
- Baseline
- 4 of 9 steps independently.
- Annual goal338 characters
- By the annual IEP review date, during each hands-on science lab with a lab safety checklist posted at the station, the student will complete each lab safety step on the checklist at the right point in the lab, performing all 9 steps independently, across 3 consecutive labs, as measured by a task-analysis checklist collected at each lab.
- Timeframe
- By the annual IEP review date
- Condition
- During each hands-on science lab with a lab safety checklist posted at the station
- Behavior
- The student will complete each lab safety step on the checklist at the right point in the lab
- Criteria
- Performing all 9 steps independently, across 3 consecutive labs
- Evaluation method
- A task-analysis checklist
- Schedule
- At each lab
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 9 steps independently
- Mastery rule:
- across 3 consecutive labs
- Collection schedule:
- at each lab
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during each hands-on science lab with a lab safety checklist posted at the station, the student will complete each lab safety step on the checklist at the right point in the lab, performing all 9 steps independently, across 3 consecutive labs, as measured by a task-analysis checklist collected at each lab.
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. Tie back long hair and put away loose items | ||||||||
| 2. Put on safety goggles before materials are handed out | ||||||||
| 3. Wait for the teacher's start signal before touching materials | ||||||||
| 4. Use only the materials listed for the lab | ||||||||
| 5. Keep materials on the tray and away from the face | ||||||||
| 6. Tell an adult right away about a spill or broken item | ||||||||
| 7. Throw away or return materials as directed | ||||||||
| 8. Wipe the station | ||||||||
| 9. Wash hands before leaving the station | ||||||||
| 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: 9 of 9).
- 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.