Name safe and unsafe touch in scenarios
When to use this goal
For students who need clear words for safe touch (a high five, a doctor's visit with a parent there), unsafe touch (hurting, private parts without a health reason), and unwanted touch (any touch they do not want). Present levels decide fit.
- Baseline
- Use 10 scenarios that are clear and not graphic. Let the student skip any scenario. Note any answer that suggests confusion about private parts or helpers, and talk with the family.
- Tips
- Teach that the student can say no to any touch they do not want, even from people they know. Use the correct body part names the family agrees to. Stop and follow mandated reporting if a disclosure comes up.
- Limits
- Knowing the words does not guarantee the student will tell; pair with se-rb-005. The IEP goal never replaces mandated reporting or a safety plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rb-004.
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Goal
By the annual IEP review date, given 10 short scenario cards read aloud, using the body safety words the family and school agreed on, the student will say whether the touch in each scenario is safe, unsafe, or unwanted, and what to do if it is unsafe or unwanted independently with 100% accuracy on touch scenarios, 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 Relationships, Boundaries & Personal Safety.
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
- Social-Emotional & Communication - Relationships, Boundaries & Personal Safety
- Baseline
- 50% accuracy.
- Annual goal417 characters
- By the annual IEP review date, given 10 short scenario cards read aloud, using the body safety words the family and school agreed on, the student will say whether the touch in each scenario is safe, unsafe, or unwanted, and what to do if it is unsafe or unwanted independently with 100% accuracy on touch scenarios, 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 10 short scenario cards read aloud, using the body safety words the family and school agreed on
- Behavior
- The student will say whether the touch in each scenario is safe, unsafe, or unwanted, and what to do if it is unsafe or unwanted independently
- Criteria
- With 100% accuracy on touch scenarios, 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 100% accuracy on touch scenarios
- 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 10 short scenario cards read aloud, using the body safety words the family and school agreed on, the student will say whether the touch in each scenario is safe, unsafe, or unwanted, and what to do if it is unsafe or unwanted independently with 100% accuracy on touch scenarios, 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.