Ask a store worker for help when lost
When to use this goal
For students who stay in place when lost (fn-cs-025) and are ready to find a worker and give the information needed to reunite. Present levels in identifying workers by uniform or name tag and in giving personal information (fn-cs-007) decide fit.
- Baseline
- Run 2 or 3 practice scenarios with a staff member keeping the student in view. Tell store staff about the practice in advance. Score each step; the target is every step because each one matters for being found.
- Tips
- Teach the checkout as a backup when no worker is visible. Students who use AAC should have a lost message ready on the device and a card. Pair with stranger safety: workers and parents with children are the safest helpers.
- Limits
- Real panic may look different from practice. Does not cover being lost outdoors or in a place with no workers.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-029.
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Goal
By the annual IEP review date, during a planned practice in a store, when the group is out of sight, the student will find a store worker, say or show that they are lost, and give the caregiver's name and phone number, 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 goal377 characters
- By the annual IEP review date, during a planned practice in a store, when the group is out of sight, the student will find a store worker, say or show that they are lost, and give the caregiver's name and phone number, 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, when the group is out of sight
- Behavior
- The student will find a store worker, say or show that they are lost, and give the caregiver's name and phone number
- 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, when the group is out of sight, the student will find a store worker, say or show that they are lost, and give the caregiver's name and phone number, 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 and looks around for the group | ||||||||
| 2. Looks for a worker by vest, uniform, or name tag, or goes to the checkout | ||||||||
| 3. Says "I am lost" or shows the help card | ||||||||
| 4. Gives first and last name and the caregiver's name and phone number | ||||||||
| 5. Stays with the worker 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.