Clear space during a classmate's seizure
When to use this goal
For students in classes or programs with a peer who has seizures, or any student working on general first aid. Present levels in following a short emergency routine decide fit, not grade. Practice uses a role-play with a manikin or a staff actor, never a real event.
- Baseline
- Run the role-play twice and mark each step. Many students skip the timing step or try to hold the person still; note these, since they need direct teaching.
- Tips
- Teach with the nurse and use a recognized seizure first aid sequence. Do not name a real classmate or share their health information; the classmate's family decides what peers are told. Getting an adult is always the first step.
- Limits
- A role-play is calmer than a real seizure. Students are not responsible for a classmate's care; adults follow that student's own plan. 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-043.
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Goal
By the annual IEP review date, during a seizure first aid role-play with a staff member acting out a seizure on a mat, the student will complete the classmate seizure first aid steps, performing all 6 steps independently, on 3 consecutive role-plays, as measured by a task-analysis checklist collected monthly role-plays.
Baseline: 2 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. 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 6 steps independently.
- Annual goal321 characters
- By the annual IEP review date, during a seizure first aid role-play with a staff member acting out a seizure on a mat, the student will complete the classmate seizure first aid steps, performing all 6 steps independently, on 3 consecutive role-plays, as measured by a task-analysis checklist collected monthly role-plays.
- Timeframe
- By the annual IEP review date
- Condition
- During a seizure first aid role-play with a staff member acting out a seizure on a mat
- Behavior
- The student will complete the classmate seizure first aid steps
- Criteria
- Performing all 6 steps independently, on 3 consecutive role-plays
- Evaluation method
- A task-analysis checklist
- Schedule
- Monthly 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:
- on 3 consecutive role-plays
- Collection schedule:
- monthly role-plays
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a seizure first aid role-play with a staff member acting out a seizure on a mat, the student will complete the classmate seizure first aid steps, performing all 6 steps independently, on 3 consecutive role-plays, as measured by a task-analysis checklist collected monthly 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. Calls out for an adult or sends someone to get one | ||||||||
| 2. Stays with the person | ||||||||
| 3. Moves chairs, desks, or hard objects away | ||||||||
| 4. Notes the time or starts a timer on a phone or clock | ||||||||
| 5. Does not hold the person down or put anything in their mouth | ||||||||
| 6. Tells the adult when it started when the adult arrives | ||||||||
| 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.