Spot hazards in lab scene pictures
When to use this goal
For students who can recite lab rules but do not notice a hazard when they see one, such as an open flame near paper or a spill on the floor. Present levels in describing pictures decide fit.
- Baseline
- Include safe scenes so the student cannot score well by calling everything unsafe. Score the safe or unsafe call and the named rule as separate items.
- Tips
- Use photos of the student's own lab room for the most transfer. This is a recognition skill; pair with the lab safety routine template (ca-sci-010) for doing the steps.
- Limits
- Picking out hazards in photos is easier than noticing them in a busy lab. Lab safety is the teacher's responsibility during labs regardless of this goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-sci-033.
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Goal
By the annual IEP review date, given 8 photos or drawings of lab scenes, some with a hazard and some without, the student will mark whether each scene is safe or unsafe and, for each unsafe scene, name the hazard and the rule that fixes it independently with 100% accuracy on lab scene judgments, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
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 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
- 50% accuracy.
- Annual goal398 characters
- By the annual IEP review date, given 8 photos or drawings of lab scenes, some with a hazard and some without, the student will mark whether each scene is safe or unsafe and, for each unsafe scene, name the hazard and the rule that fixes it independently with 100% accuracy on lab scene judgments, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 8 photos or drawings of lab scenes, some with a hazard and some without
- Behavior
- The student will mark whether each scene is safe or unsafe and, for each unsafe scene, name the hazard and the rule that fixes it independently
- Criteria
- With 100% accuracy on lab scene judgments, on 3 of 4 consecutive biweekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 100% accuracy on lab scene judgments
- Mastery rule:
- on 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 8 photos or drawings of lab scenes, some with a hazard and some without, the student will mark whether each scene is safe or unsafe and, for each unsafe scene, name the hazard and the rule that fixes it independently with 100% accuracy on lab scene judgments, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
| 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.