Identify who can help when lost or in trouble
When to use this goal
For young students who cannot name or point out the people who can help them (teacher, police officer, store employee with a name tag, a parent with children). Use present levels in naming familiar people and matching pictures to decide the response mode.
- Baseline
- Probe with 10 pictures, including unsafe choices (an unfamiliar adult in a car) and safe ones. Score the choice and the reason separately. Repeat with photos of the student's own teachers and local helpers.
- Tips
- Teach the cues the student can see (uniform, name tag, behind the counter, a parent with children). Use photos of real local helpers when possible. This goal prepares for stranger safety (fn-cs-005) and asking for help in the community (fn-cs-016).
- Limits
- Picture identification does not guarantee the student will approach a helper when lost; follow with role-plays. Cues like uniforms are not perfect; the goal teaches the best available rule.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-006.
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Goal
By the annual IEP review date, given 10 pictures of people in community and school settings and asked who could help if the student were lost, the student will identify the people who can help in each picture or scenario independently with 100% accuracy on helper items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 30% 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. Opportunity (trial) recording 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 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
- 30% accuracy.
- Annual goal367 characters
- By the annual IEP review date, given 10 pictures of people in community and school settings and asked who could help if the student were lost, the student will identify the people who can help in each picture or scenario independently with 100% accuracy on helper items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 pictures of people in community and school settings and asked who could help if the student were lost
- Behavior
- The student will identify the people who can help in each picture or scenario independently
- Criteria
- With 100% accuracy on helper items, on 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
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 helper items
- Mastery rule:
- on 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 pictures of people in community and school settings and asked who could help if the student were lost, the student will identify the people who can help in each picture or scenario independently with 100% accuracy on helper items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
| 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.