Report a spill, broken item, or hazard to an adult
When to use this goal
For students who walk past or try to fix a hazard (a spill, broken glass, a cord across the floor) instead of telling an adult. Base the choice on present levels in recognizing hazards (fn-cs-012) and in communication.
- Baseline
- Set up 3 to 5 safe planned hazards (water on the floor, a taped-off broken item) and record whether the student noticed, avoided touching, and reported. Many students notice but try to clean up; score the reporting.
- Tips
- Planned hazards must be safe (water, not glass; a labeled broken toy). Praise reporting even if the hazard was small. This skill transfers to job sites, where reporting is expected; pair with the vocational problem-reporting template.
- Limits
- Planned hazards may become obvious to the student over time; vary them. Reporting in a lesson may not transfer to a hazard the student caused.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-017.
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Goal
By the annual IEP review date, when a planned hazard (a spill, a toy with a broken part, a cord across the walkway) is set up in the classroom, the student will stop, move away from the hazard, and tell an adult what and where it is independently in 5 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected one planned hazard per week, summarized every five.
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 goal426 characters
- By the annual IEP review date, when a planned hazard (a spill, a toy with a broken part, a cord across the walkway) is set up in the classroom, the student will stop, move away from the hazard, and tell an adult what and where it is independently in 5 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected one planned hazard per week, summarized every five.
- Timeframe
- By the annual IEP review date
- Condition
- When a planned hazard (a spill, a toy with a broken part, a cord across the walkway) is set up in the classroom
- Behavior
- The student will stop, move away from the hazard, and tell an adult what and where it is independently
- Criteria
- In 5 of 5 opportunities, across 3 consecutive data collection periods
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- One planned hazard per week, summarized every five
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 planned hazard per week, summarized every five
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a planned hazard (a spill, a toy with a broken part, a cord across the walkway) is set up in the classroom, the student will stop, move away from the hazard, and tell an adult what and where it is independently in 5 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected one planned hazard per week, summarized every five.
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.