Keep money and belongings secure in public
When to use this goal
For students who leave wallets on counters, hold cash in the open, or set down phones and bags in stores. Base the choice on present levels in community purchasing and the family's concerns.
- Baseline
- Define 6 checkpoints per outing (entering, choosing items, paying, leaving the register, walking, boarding the vehicle) and record whether all belongings were secured at each. Note which item is most often left out; the wallet after paying is the usual one.
- Tips
- A wallet with a wrist strap or a zipped crossbody bag makes the routine easier; agree with the family. Make put the wallet away the last step of every paying routine (fn-dl-005, fn-dl-017). Count the checkpoints, not the whole outing, so progress is visible.
- Limits
- Checkpoints sample the outing; a brief lapse between them is missed. Does not cover responding to theft, which is a separate safety script.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-023.
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Goal
By the annual IEP review date, during a community-based instruction outing involving a purchase, with a wallet and a bag, the student will keep the wallet, phone, and bag secured throughout the outing independently in 6 of 6 opportunities, across 3 consecutive outings, as measured by direct observation collected at each outing, recorded at six checkpoints.
Baseline: 2 of 6 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. Direct observation 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
- 2 of 6 opportunities.
- Annual goal358 characters
- By the annual IEP review date, during a community-based instruction outing involving a purchase, with a wallet and a bag, the student will keep the wallet, phone, and bag secured throughout the outing independently in 6 of 6 opportunities, across 3 consecutive outings, as measured by direct observation collected at each outing, recorded at six checkpoints.
- Timeframe
- By the annual IEP review date
- Condition
- During a community-based instruction outing involving a purchase, with a wallet and a bag
- Behavior
- The student will keep the wallet, phone, and bag secured throughout the outing independently
- Criteria
- In 6 of 6 opportunities, across 3 consecutive outings
- Evaluation method
- Direct observation
- Schedule
- At each outing, recorded at six checkpoints
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 6 of 6 opportunities
- Mastery rule:
- across 3 consecutive outings
- Collection schedule:
- at each outing, recorded at six checkpoints
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a community-based instruction outing involving a purchase, with a wallet and a bag, the student will keep the wallet, phone, and bag secured throughout the outing independently in 6 of 6 opportunities, across 3 consecutive outings, as measured by direct observation collected at each outing, recorded at six checkpoints.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.