Identify unsafe situations and state a safe response
When to use this goal
For students who follow safety rules when told but do not recognize a hazard on their own (a wet floor sign, a hot stove, a stranger at the door). Use present levels in picture interpretation and explaining to decide the scenario set.
- Baseline
- Probe with 10 scenarios from the settings the student uses. Score identification and the response separately; many students spot the hazard but give a response that adds risk (picking up broken glass). Rotate scenarios so answers are not memorized.
- Tips
- Build scenarios from the student's own environments with photos where possible. Teach a short response rule (stop, move away, tell an adult) that fits most hazards. Pair with fn-cs-017 for reporting real hazards.
- Limits
- Recognizing a hazard in a picture is easier than noticing it in a busy room; follow with observation in real settings. Scenario sets must avoid frightening content.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-012.
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Goal
By the annual IEP review date, given 10 picture scenarios of home, school, and community situations, half unsafe, the student will identify each unsafe situation and state what to do independently with 100% accuracy on safety scenarios, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 40% 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
- 40% accuracy.
- Annual goal333 characters
- By the annual IEP review date, given 10 picture scenarios of home, school, and community situations, half unsafe, the student will identify each unsafe situation and state what to do independently with 100% accuracy on safety scenarios, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 picture scenarios of home, school, and community situations, half unsafe
- Behavior
- The student will identify each unsafe situation and state what to do independently
- Criteria
- With 100% accuracy on safety scenarios, 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 safety scenarios
- 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 picture scenarios of home, school, and community situations, half unsafe, the student will identify each unsafe situation and state what to do independently with 100% accuracy on safety scenarios, 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.