Respond to an unfamiliar adult's approach in a role-play
When to use this goal
For students who talk to, follow, or go with any adult who approaches them. Base the choice on present levels in naming trusted adults and the family's views on how to teach this; role-plays are planned and debriefed, never deceptive surprises.
- Baseline
- Run 3 planned role-plays with different adults and requests. Record whether the student refused, moved away, and reported, as three parts; many students refuse but do not report. Tell the family what the role-plays involve.
- Tips
- Debrief every role-play right away so the student knows it was practice and is praised for the safe response. Use adults the student does not know, but never frighten the student. Teach who counts as a trusted adult (fn-cs-006) first.
- Limits
- Role-plays cannot fully predict real situations, and real situations cannot be staged ethically; treat data as practice performance. Some students are overly cautious with all adults afterward; balance with teaching who can help.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-005.
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Goal
By the annual IEP review date, during a planned role-play in which a staff member the student does not know well approaches and asks the student to come with them, the student will say no, move away, and tell a trusted adult independently in 5 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected one role-play per week, summarized every five role-plays.
Baseline: 1 of 5 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 Community & Safety 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
- Functional & Independence Skills - Community & Safety Skills
- Baseline
- 1 of 5 opportunities.
- Annual goal424 characters
- By the annual IEP review date, during a planned role-play in which a staff member the student does not know well approaches and asks the student to come with them, the student will say no, move away, and tell a trusted adult independently in 5 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected one role-play per week, summarized every five role-plays.
- Timeframe
- By the annual IEP review date
- Condition
- During a planned role-play in which a staff member the student does not know well approaches and asks the student to come with them
- Behavior
- The student will say no, move away, and tell a trusted adult independently
- Criteria
- In 5 of 5 opportunities, across 3 consecutive data collection periods
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- One role-play per week, summarized every five role-plays
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 5 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection periods
- Collection schedule:
- one role-play per week, summarized every five role-plays
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a planned role-play in which a staff member the student does not know well approaches and asks the student to come with them, the student will say no, move away, and tell a trusted adult independently in 5 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected one role-play per week, summarized every five role-plays.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.