Wait in one spot and show a help card
When to use this goal
For young students who wander further or hide when they cannot see their group. Present levels in following a short rule and in using a card or AAC device decide fit. Practice is planned with the family and staff, in a familiar place first.
- Baseline
- Run 2 or 3 practice scenarios with staff in sight of the student at all times (behind a shelf, out of the student's view). Score each step. Every step must be done for the student to be safe, so the target is all steps.
- Tips
- The help card says the student's first name, that they are lost, and a phone number to call, plus how they communicate. Teach who safe helpers are with photos. Share the plan with the family so it is the same everywhere.
- Limits
- Practice is planned and may not match real fear or crowds. Students who run when frightened need a safety plan and possibly a tracking device chosen by the family.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-025.
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Goal
By the annual IEP review date, during a planned practice in a store or library, when the student realizes they cannot see the group, the student will stop, stay in place, and show the help card to a store worker or a parent with children, performing all 5 steps independently, across 3 consecutive practice scenarios, as measured by direct observation collected monthly, during practice scenarios.
Baseline: 1 of 5 steps independently.
- 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. Task-analysis steps 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 task-analysis steps 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 steps independently.
- Annual goal397 characters
- By the annual IEP review date, during a planned practice in a store or library, when the student realizes they cannot see the group, the student will stop, stay in place, and show the help card to a store worker or a parent with children, performing all 5 steps independently, across 3 consecutive practice scenarios, as measured by direct observation collected monthly, during practice scenarios.
- Timeframe
- By the annual IEP review date
- Condition
- During a planned practice in a store or library, when the student realizes they cannot see the group
- Behavior
- The student will stop, stay in place, and show the help card to a store worker or a parent with children
- Criteria
- Performing all 5 steps independently, across 3 consecutive practice scenarios
- Evaluation method
- Direct observation
- Schedule
- Monthly, during practice scenarios
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing all 5 steps independently
- Mastery rule:
- across 3 consecutive practice scenarios
- Collection schedule:
- monthly, during practice scenarios
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a planned practice in a store or library, when the student realizes they cannot see the group, the student will stop, stay in place, and show the help card to a store worker or a parent with children, performing all 5 steps independently, across 3 consecutive practice scenarios, as measured by direct observation collected monthly, during practice scenarios.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Stops moving when the group is out of sight | ||||||||
| 2. Stays in one spot | ||||||||
| 3. Looks for a safe helper (a worker in a uniform or name tag, or a parent with children) | ||||||||
| 4. Shows the help card or says the help sentence | ||||||||
| 5. Stays with the helper until the group arrives | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 5).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.