Find a safe helper in the community
When to use this goal
For older students who travel in the community and need to know who to approach when lost or in need (a cashier, a uniformed worker, a security guard) and who not to go with. Present levels decide fit.
- Baseline
- Use 10 scenes from places the student goes. Score the choice and reason.
- Tips
- Teach that helpers stay in the public place; the student does not go anywhere with them. Practice during outings.
- Limits
- Choosing a safe person is one part of community safety; route travel and emergencies belong in community-safety and orientation-mobility.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rb-024.
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Goal
By the annual IEP review date, given 10 photos or videos of people in community places (stores, transit stations, libraries, parks), the student will choose the safest person to ask for help in each scene and say why independently with at least 90% accuracy on community scenes, 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 goal380 characters
- By the annual IEP review date, given 10 photos or videos of people in community places (stores, transit stations, libraries, parks), the student will choose the safest person to ask for help in each scene and say why independently with at least 90% accuracy on community scenes, 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 photos or videos of people in community places (stores, transit stations, libraries, parks)
- Behavior
- The student will choose the safest person to ask for help in each scene and say why independently
- Criteria
- With at least 90% accuracy on community scenes, 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 community scenes
- 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 photos or videos of people in community places (stores, transit stations, libraries, parks), the student will choose the safest person to ask for help in each scene and say why independently with at least 90% accuracy on community scenes, 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.