Sort emergencies from tell-an-adult problems
When to use this goal
For students who know the emergency number but call it for small problems, or do not think to call when a real emergency is described. Present levels in understanding short scenarios read aloud or shown in pictures decide fit, not grade.
- Baseline
- Give the full set of 10 cards on two days. Note whether errors are over-calling (calling for a non-emergency) or under-calling (not calling for an emergency); under-calling is the more serious pattern and may need more teaching examples.
- Tips
- Use scenarios from the student's own life and home. Keep the target at every card, because a missed real emergency is the error that matters. Follow with practice calls (fn-cs-009) once sorting is steady.
- Limits
- Sorting cards shows judgment in a calm setting, not under stress. Some situations are gray (a deep cut, a small kitchen fire that went out); teach the student to call or tell an adult right away when unsure.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-053.
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Goal
By the annual IEP review date, given 10 picture or written scenario cards that mix emergencies (a fire, a person who does not wake up) and non-emergencies (a lost backpack, a scraped knee), the student will sort each scenario into call 911 or tell a trusted adult and state the reason independently with 100% accuracy on scenario cards, in 3 of 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 60% accuracy.
- 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. Percent accuracy 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 percent accuracy 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
- 60% accuracy.
- Annual goal438 characters
- By the annual IEP review date, given 10 picture or written scenario cards that mix emergencies (a fire, a person who does not wake up) and non-emergencies (a lost backpack, a scraped knee), the student will sort each scenario into call 911 or tell a trusted adult and state the reason independently with 100% accuracy on scenario cards, in 3 of 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 picture or written scenario cards that mix emergencies (a fire, a person who does not wake up) and non-emergencies (a lost backpack, a scraped knee)
- Behavior
- The student will sort each scenario into call 911 or tell a trusted adult and state the reason independently
- Criteria
- With 100% accuracy on scenario cards, in 3 of 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with 100% accuracy on scenario cards
- Mastery rule:
- in 3 of 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 picture or written scenario cards that mix emergencies (a fire, a person who does not wake up) and non-emergencies (a lost backpack, a scraped knee), the student will sort each scenario into call 911 or tell a trusted adult and state the reason independently with 100% accuracy on scenario cards, in 3 of 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.