Get help for a swimmer in trouble
When to use this goal
For older students who swim or spend time near pools and lakes and might jump in to help someone, which is dangerous for untrained rescuers. Present levels in following a short rule decide fit. Practice is role-play on the pool deck or in the classroom.
- Baseline
- Score 2 or 3 role-plays. Going into the water is the most dangerous error, so the target is every step every time.
- Tips
- Teach with adapted PE or a lifeguard instructor. Practice emergency calls only on practice phones. Pair with fn-cs-009 (calling for help).
- Limits
- Not lifeguard training. Real emergencies are frightening; practice cannot fully prepare anyone.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-047.
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Goal
By the annual IEP review date, during a role-play on a pool deck in which a staff member pretends to struggle in shallow water, the student will shout for a lifeguard or adult, call emergency services if none is there, and reach or throw something that floats without going in, performing all 5 steps independently, across 3 consecutive role-plays, as measured by direct observation collected monthly during the swim season.
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 goal424 characters
- By the annual IEP review date, during a role-play on a pool deck in which a staff member pretends to struggle in shallow water, the student will shout for a lifeguard or adult, call emergency services if none is there, and reach or throw something that floats without going in, performing all 5 steps independently, across 3 consecutive role-plays, as measured by direct observation collected monthly during the swim season.
- Timeframe
- By the annual IEP review date
- Condition
- During a role-play on a pool deck in which a staff member pretends to struggle in shallow water
- Behavior
- The student will shout for a lifeguard or adult, call emergency services if none is there, and reach or throw something that floats without going in
- Criteria
- Performing all 5 steps independently, across 3 consecutive role-plays
- Evaluation method
- Direct observation
- Schedule
- Monthly during the swim season
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 role-plays
- Collection schedule:
- monthly during the swim season
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a role-play on a pool deck in which a staff member pretends to struggle in shallow water, the student will shout for a lifeguard or adult, call emergency services if none is there, and reach or throw something that floats without going in, performing all 5 steps independently, across 3 consecutive role-plays, as measured by direct observation collected monthly during the swim season.
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. Shouts for a lifeguard or adult | ||||||||
| 2. Stays out of the water | ||||||||
| 3. Reaches with a pole or towel while lying or kneeling on the deck, or throws something that floats | ||||||||
| 4. Calls emergency services on a practice phone if no adult comes | ||||||||
| 5. Points to the person and tells the lifeguard or adult what happened | ||||||||
| 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.