Pick safe actions on seizure first aid cards
When to use this goal
For younger students who are learning what to do and not do when someone has a seizure. Present levels in understanding short spoken or picture scenarios decide fit, not grade.
- Baseline
- Give the full card set twice. Note which unsafe actions the student picks as safe (holding the person down, putting something in their mouth, leaving to play); these are the teaching targets.
- Tips
- Safe actions to include: get an adult, move hard things away, stay nearby, notice the time. Never use a real classmate's name or story. Move on to the role-play routine (fn-hlt-043) when the student sorts reliably.
- Limits
- Sorting cards shows knowledge, not what the student will do in a real event. 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-044.
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Goal
By the annual IEP review date, given 12 picture cards that show safe and unsafe actions during a seizure, the student will sort each card into a safe action or an unsafe action independently with at least 90% accuracy on action cards, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 50% 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 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
- 50% accuracy.
- Annual goal336 characters
- By the annual IEP review date, given 12 picture cards that show safe and unsafe actions during a seizure, the student will sort each card into a safe action or an unsafe action independently with at least 90% accuracy on action cards, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 12 picture cards that show safe and unsafe actions during a seizure
- Behavior
- The student will sort each card into a safe action or an unsafe action independently
- Criteria
- With at least 90% accuracy on action cards, in 3 of 4 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 at least 90% accuracy on action cards
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 12 picture cards that show safe and unsafe actions during a seizure, the student will sort each card into a safe action or an unsafe action independently with at least 90% accuracy on action cards, in 3 of 4 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.