Show an ID card to a police officer
When to use this goal
For older students who travel in the community and may be stopped or approached by police, and whose responses (running, reaching quickly, not answering) could be misread. Present levels in following short rules under stress decide fit. Practice is role-play with staff or a willing local officer.
- Baseline
- Score 2 or 3 role-plays. Every step lowers risk for the student, so the target is every step.
- Tips
- Plan the content with the family and, if they wish, a disability advocate. Teach rights in plain language with the family's input, including asking for a support person. A school resource officer or local officer who joins the practice also learns how the student communicates.
- Limits
- No goal can guarantee a safe outcome in a police encounter. This practice supports, and never replaces, family and community advocacy.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-043.
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Goal
By the annual IEP review date, during a role-play in which an officer approaches the student on the street and asks questions, the student will stay still, keep hands visible, say they have an ID card, and hand it over when the officer agrees, performing all 6 steps independently, across 3 consecutive role-play sessions, as measured by direct observation collected monthly, during role-plays.
Baseline: 1 of 6 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 6 steps independently.
- Annual goal394 characters
- By the annual IEP review date, during a role-play in which an officer approaches the student on the street and asks questions, the student will stay still, keep hands visible, say they have an ID card, and hand it over when the officer agrees, performing all 6 steps independently, across 3 consecutive role-play sessions, as measured by direct observation collected monthly, during role-plays.
- Timeframe
- By the annual IEP review date
- Condition
- During a role-play in which an officer approaches the student on the street and asks questions
- Behavior
- The student will stay still, keep hands visible, say they have an ID card, and hand it over when the officer agrees
- Criteria
- Performing all 6 steps independently, across 3 consecutive role-play sessions
- Evaluation method
- Direct observation
- Schedule
- Monthly, during role-plays
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 6 steps independently
- Mastery rule:
- across 3 consecutive role-play sessions
- Collection schedule:
- monthly, during role-plays
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a role-play in which an officer approaches the student on the street and asks questions, the student will stay still, keep hands visible, say they have an ID card, and hand it over when the officer agrees, performing all 6 steps independently, across 3 consecutive role-play sessions, as measured by direct observation collected monthly, during role-plays.
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 stays where they are | ||||||||
| 2. Keeps hands where the officer can see them | ||||||||
| 3. Says or shows that they have an ID card and where it is | ||||||||
| 4. Waits for the officer to say okay before reaching for it | ||||||||
| 5. Hands over the ID and communication card | ||||||||
| 6. Asks to call a parent, guardian, or support person | ||||||||
| 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: 6 of 6).
- 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.