Plan a safe meeting with an online friend
When to use this goal
For transition-age students (18 to 21) who meet people through apps or games and want to meet in person. Present levels and family input decide fit. The plan respects the adult student's choices while keeping them safe.
- Baseline
- Run one planning scenario and mark each step. Ask what the student already does.
- Tips
- Respect the adult student's autonomy. Safety plans target every step. Include the family as the student wishes.
- Limits
- Planning does not guarantee safety. The IEP goal does not replace guardianship arrangements where they exist.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rb-023.
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Goal
By the annual IEP review date, during a planning session in the transition program, using a scenario of meeting someone met online, the student will plan the meeting by completing each step of the safety plan, performing all 7 steps independently, across 3 consecutive sessions, as measured by a task-analysis checklist collected weekly.
Baseline: 3 of 7 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
- 3 of 7 steps independently.
- Annual goal337 characters
- By the annual IEP review date, during a planning session in the transition program, using a scenario of meeting someone met online, the student will plan the meeting by completing each step of the safety plan, performing all 7 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 planning session in the transition program, using a scenario of meeting someone met online
- Behavior
- The student will plan the meeting by completing each step of the safety plan
- Criteria
- Performing all 7 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 7 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 planning session in the transition program, using a scenario of meeting someone met online, the student will plan the meeting by completing each step of the safety plan, performing all 7 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. Tells a trusted person who, where, and when | ||||||||
| 2. Chooses a public place | ||||||||
| 3. Plans to meet in the daytime | ||||||||
| 4. Arranges their own transportation there and back | ||||||||
| 5. Shares their location with the trusted person | ||||||||
| 6. Keeps their phone charged and with them | ||||||||
| 7. Plans what to say and do to leave if uncomfortable | ||||||||
| 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: 7 of 7).
- 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.