Block and report an unwanted online contact
When to use this goal
For students who keep replying to people who bother, pressure, or scare them online. Present levels decide fit. The routine works on any platform the student uses.
- Baseline
- Run one practice on a demo account and mark each step. Note which platforms the student uses and where the block and report tools are on each.
- Tips
- Safety routines target every step. Never use a real unknown account for practice. If the student reports a real threat, follow school procedures.
- Limits
- Platforms change their menus; update the step card. The IEP goal does not replace family supervision, school reporting procedures, or law enforcement when needed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rb-010.
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Goal
By the annual IEP review date, during a practice session on a demo account or screenshots of the student's platform, using a scripted unwanted message, the student will carry out each step of the block and report routine on the platform, performing all 6 steps independently, across 3 consecutive sessions, as measured by a task-analysis checklist collected weekly.
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 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 6 steps independently.
- Annual goal365 characters
- By the annual IEP review date, during a practice session on a demo account or screenshots of the student's platform, using a scripted unwanted message, the student will carry out each step of the block and report routine on the platform, performing all 6 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 practice session on a demo account or screenshots of the student's platform, using a scripted unwanted message
- Behavior
- The student will carry out each step of the block and report routine on the platform
- Criteria
- Performing all 6 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 6 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 practice session on a demo account or screenshots of the student's platform, using a scripted unwanted message, the student will carry out each step of the block and report routine on the platform, performing all 6 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. Stops replying to the person | ||||||||
| 2. Takes a screenshot of the messages | ||||||||
| 3. Uses the block tool | ||||||||
| 4. Uses the report tool | ||||||||
| 5. Tells a trusted adult and shows the screenshot | ||||||||
| 6. Checks privacy settings with the adult | ||||||||
| 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.