Report a bump or cut right away
When to use this goal
For young students who hide injuries, keep playing while bleeding, or only cry without telling anyone. Present levels in getting an adult's attention by speech, sign, picture, or device decide fit, not age.
- Baseline
- Ask recess and PE staff how the student responds to small injuries, and run a few role-plays. Real injuries are uneven, so plan role-plays to make up 4 opportunities a week. Count met only when the student told or showed an adult within about a minute.
- Tips
- Accept any clear message: words, a sign, a picture card, or a device. Thank the student for telling every time so telling is worth it. Pair with fn-cs-058 once the student is ready to help with first aid.
- Limits
- Real injuries cannot be planned, so most data may come from role-plays. The goal does not measure pain reporting; see health-self-management for that.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-059.
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Goal
By the annual IEP review date, when they get hurt at recess, in PE, or in the classroom, the student will go to the nearest adult and say or show that they are hurt and where independently in 4 of 4 opportunities, across 3 consecutive weeks of data, as measured by frequency recording collected weekly, from real injuries and planned role-plays.
Baseline: 1 of 4 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. Frequency (event) 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
- 1 of 4 opportunities.
- Annual goal345 characters
- By the annual IEP review date, when they get hurt at recess, in PE, or in the classroom, the student will go to the nearest adult and say or show that they are hurt and where independently in 4 of 4 opportunities, across 3 consecutive weeks of data, as measured by frequency recording collected weekly, from real injuries and planned role-plays.
- Timeframe
- By the annual IEP review date
- Condition
- When they get hurt at recess, in PE, or in the classroom
- Behavior
- The student will go to the nearest adult and say or show that they are hurt and where independently
- Criteria
- In 4 of 4 opportunities, across 3 consecutive weeks of data
- Evaluation method
- Frequency recording
- Schedule
- Weekly, from real injuries and planned 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 4 of 4 opportunities
- Mastery rule:
- across 3 consecutive weeks of data
- Collection schedule:
- weekly, from real injuries and planned role-plays
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, when they get hurt at recess, in PE, or in the classroom, the student will go to the nearest adult and say or show that they are hurt and where independently in 4 of 4 opportunities, across 3 consecutive weeks of data, as measured by frequency recording collected weekly, from real injuries and planned 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 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.