Practice no, go, tell in role-play
When to use this goal
For students who need a clear, practiced routine for unwanted touch or unsafe requests. Present levels decide fit. Trusted adults are named with the student and family before practice starts.
- Baseline
- Run one role-play and mark each step. Make sure the student knows they can stop at any time. Ask the family who the trusted adults are at home and in the community.
- Tips
- Safety skills target every step. Keep role-plays short and calm, end with something positive, and never use the student's real experiences as scripts. The student's no counts in any mode, including a device.
- Limits
- Role-play success does not guarantee use under stress; repeat practice across the year. The IEP goal never replaces mandated reporting, a safety plan, or the district's body safety program.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rb-005.
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Goal
By the annual IEP review date, during a role-play with the counselor using a scripted scenario of an unwanted touch or request, with the student's named trusted adults listed, the student will carry out each step of the no, go, tell routine in the role-play, performing all 5 steps independently, across 3 consecutive sessions, as measured by a task-analysis checklist collected weekly.
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 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
- 2 of 5 steps independently.
- Annual goal386 characters
- By the annual IEP review date, during a role-play with the counselor using a scripted scenario of an unwanted touch or request, with the student's named trusted adults listed, the student will carry out each step of the no, go, tell routine in the role-play, performing all 5 steps independently, across 3 consecutive sessions, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a role-play with the counselor using a scripted scenario of an unwanted touch or request, with the student's named trusted adults listed
- Behavior
- The student will carry out each step of the no, go, tell routine in the role-play
- Criteria
- Performing all 5 steps independently, across 3 consecutive sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
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:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a role-play with the counselor using a scripted scenario of an unwanted touch or request, with the student's named trusted adults listed, the student will carry out each step of the no, go, tell routine in the role-play, performing all 5 steps independently, across 3 consecutive sessions, as measured by a task-analysis checklist collected weekly.
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. Says no or stop in a clear voice, sign, or device message | ||||||||
| 2. Moves away from the person | ||||||||
| 3. Goes to one of their named trusted adults | ||||||||
| 4. Tells what happened in their own words or mode | ||||||||
| 5. Says they will tell another trusted adult if the first one does not help | ||||||||
| 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.