Move to a safe spot during an aura
When to use this goal
For students who have seizures, notice a warning sign or aura, and whose seizure action plan lists steps the student can take before a seizure starts. Present levels in noticing their own warning signs decide fit, not grade. Only the steps the nurse and family put in the plan are taught.
- Baseline
- Run the steps as a practice with the nurse on two or three occasions, and ask the family and nurse how the student has responded to recent warning signs. Mark each step as independent, prompted, or missed. Real events are not scheduled, so most data comes from practice runs.
- Tips
- Use the exact steps and wording in the student's seizure action plan; the steps above are an example only. Many students have no warning sign, and the goal does not fit them. Pair with fn-hlt-013 (telling an adult). Keep data private and share it only with the team and family.
- Limits
- A student may not be able to act during an aura, and some auras pass straight into a seizure. Missing a step during a real event is never a behavior issue. This goal never replaces the individualized health plan, medication orders, or an emergency action plan; the nurse, the family, and the student's health care provider decide care, and the goal follows their plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-hlt-041.
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Goal
By the annual IEP review date, when they notice their warning sign or aura at school, the student will complete the student steps from their seizure action plan, performing all 5 steps independently, on 3 consecutive practice runs, as measured by a task-analysis checklist collected monthly practice runs with the nurse, and after any real warning sign.
Baseline: 2 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. Task-analysis checklist 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 Health & Self-Management.
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 - Health & Self-Management
- Baseline
- 2 of 5 steps independently.
- Annual goal353 characters
- By the annual IEP review date, when they notice their warning sign or aura at school, the student will complete the student steps from their seizure action plan, performing all 5 steps independently, on 3 consecutive practice runs, as measured by a task-analysis checklist collected monthly practice runs with the nurse, and after any real warning sign.
- Timeframe
- By the annual IEP review date
- Condition
- When they notice their warning sign or aura at school
- Behavior
- The student will complete the student steps from their seizure action plan
- Criteria
- Performing all 5 steps independently, on 3 consecutive practice runs
- Evaluation method
- A task-analysis checklist
- Schedule
- Monthly practice runs with the nurse, and after any real warning sign
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:
- on 3 consecutive practice runs
- Collection schedule:
- monthly practice runs with the nurse, and after any real warning sign
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when they notice their warning sign or aura at school, the student will complete the student steps from their seizure action plan, performing all 5 steps independently, on 3 consecutive practice runs, as measured by a task-analysis checklist collected monthly practice runs with the nurse, and after any real warning sign.
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 the activity and puts down anything sharp, hot, or heavy | ||||||||
| 2. Tells or signals the nearest adult with the agreed word or sign | ||||||||
| 3. Sits or lies down on the floor or a safe surface away from hard edges | ||||||||
| 4. Moves away from stairs, water, or equipment if they can do so quickly | ||||||||
| 5. Stays in place until an adult is with them | ||||||||
| 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.