Tell a first responder about communication needs
When to use this goal
For students who may not answer questions, may answer slowly, or may communicate in ways a first responder will not expect. Present levels in communication and in using a card or AAC message decide fit. Practice is planned with local police or EMS if possible, or with staff role-playing.
- Baseline
- Run 5 role-plays. Count correct when the student shared the card or message and their name. Misunderstandings with first responders can be dangerous, so the target is every opportunity.
- Tips
- Write the card with the student and family: name, how I communicate, what helps (speak slowly, give me time), and a contact number. Many areas have voluntary registries or cards from local police; families decide whether to use them.
- Limits
- Role-plays cannot fully prepare a student for a real emergency. The card helps; it does not guarantee a safe response from others.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-042.
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Goal
By the annual IEP review date, during a role-play with a staff member or officer acting as a first responder at an accident scene, the student will show the communication card or play the AAC message that explains how the student communicates independently in 5 of 5 opportunities, across 3 consecutive role-play sessions, as measured by opportunity-by-opportunity data collected monthly, during role-plays.
Baseline: 0 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
- 0 of 5 opportunities.
- Annual goal407 characters
- By the annual IEP review date, during a role-play with a staff member or officer acting as a first responder at an accident scene, the student will show the communication card or play the AAC message that explains how the student communicates independently in 5 of 5 opportunities, across 3 consecutive role-play sessions, as measured by opportunity-by-opportunity data collected monthly, during role-plays.
- Timeframe
- By the annual IEP review date
- Condition
- During a role-play with a staff member or officer acting as a first responder at an accident scene
- Behavior
- The student will show the communication card or play the AAC message that explains how the student communicates independently
- Criteria
- In 5 of 5 opportunities, across 3 consecutive role-play sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Monthly, during role-plays
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 role-play sessions
- Collection schedule:
- monthly, during role-plays
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a role-play with a staff member or officer acting as a first responder at an accident scene, the student will show the communication card or play the AAC message that explains how the student communicates independently in 5 of 5 opportunities, across 3 consecutive role-play sessions, as measured by opportunity-by-opportunity data collected monthly, during role-plays.
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.