Carry an ID card and show it when asked
When to use this goal
For older students who travel in the community and who should carry identification and emergency contact information but leave it at home or cannot find it. Base the choice on the family's choice of ID (school ID, state ID, emergency card).
- Baseline
- Check on 5 outings whether the ID was on the student and could be produced within a minute of the request. Note where it was kept; a fixed spot (wallet slot, lanyard) is part of the teaching.
- Tips
- The family decides what the card contains; an emergency card with a caregiver's phone number is enough for many students. Add the ID to the pre-outing checklist. Students who should not show ID to unfamiliar people need the stranger-safety rule paired with this one: show ID to helpers, not to anyone who asks.
- Limits
- Showing ID in a role-play may not transfer to a real stop by police or security; discuss those situations explicitly. Lost cards need a replacement plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-008.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a community-based instruction outing, when asked by a staff member to show identification, the student will take the ID card from the wallet or lanyard and show it independently in 5 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected at each outing or role-play, summarized every five opportunities.
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 goal409 characters
- By the annual IEP review date, during a community-based instruction outing, when asked by a staff member to show identification, the student will take the ID card from the wallet or lanyard and show it independently in 5 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected at each outing or role-play, summarized every five opportunities.
- Timeframe
- By the annual IEP review date
- Condition
- During a community-based instruction outing, when asked by a staff member to show identification
- Behavior
- The student will take the ID card from the wallet or lanyard and show it independently
- Criteria
- In 5 of 5 opportunities, across 3 consecutive data collection periods
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- At each outing or role-play, summarized every five opportunities
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:
- at each outing or role-play, summarized every five opportunities
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a community-based instruction outing, when asked by a staff member to show identification, the student will take the ID card from the wallet or lanyard and show it independently in 5 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected at each outing or role-play, summarized every five opportunities.
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.