Get an adult right away when a peer is hurt
When to use this goal
For students who stay by a hurt or sick peer, try to fix the problem themselves, or walk away without telling anyone. Present levels decide fit. Telling can be spoken, signed, a help card, or leading the adult to the peer.
- Baseline
- Use 5 short role-plays with pictures or a pretend injury to see what the student does. Ask recess staff about real events. Check that the student can name or show who the safe adults are.
- Tips
- This is a safety skill, so the target is every opportunity. Score correct when the student reaches an adult and shows or tells where the peer is. Keep role-plays calm and short. The goal does not replace adult supervision or school safety plans.
- Limits
- Real events are rare, so most data come from practice; label it. The goal does not teach first aid.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rh-032.
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Goal
By the annual IEP review date, when a peer is hurt, sick, or in danger during recess, PE, or class, the student will get the nearest adult and tell or show them where the peer is and what happened independently in 5 of 5 opportunities, across 3 consecutive monthly checks, as measured by opportunity-by-opportunity data collected monthly during role-play and drills and from logged natural events.
Baseline: 2 of 5 opportunities.
- 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. Opportunities 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 opportunities 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 Requesting Help.
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 - Requesting Help
- Baseline
- 2 of 5 opportunities.
- Annual goal397 characters
- By the annual IEP review date, when a peer is hurt, sick, or in danger during recess, PE, or class, the student will get the nearest adult and tell or show them where the peer is and what happened independently in 5 of 5 opportunities, across 3 consecutive monthly checks, as measured by opportunity-by-opportunity data collected monthly during role-play and drills and from logged natural events.
- Timeframe
- By the annual IEP review date
- Condition
- When a peer is hurt, sick, or in danger during recess, PE, or class
- Behavior
- The student will get the nearest adult and tell or show them where the peer is and what happened independently
- Criteria
- In 5 of 5 opportunities, across 3 consecutive monthly checks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Monthly during role-play and drills and from logged natural events
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in 5 of 5 opportunities
- Mastery rule:
- across 3 consecutive monthly checks
- Collection schedule:
- monthly during role-play and drills and from logged natural events
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a peer is hurt, sick, or in danger during recess, PE, or class, the student will get the nearest adult and tell or show them where the peer is and what happened independently in 5 of 5 opportunities, across 3 consecutive monthly checks, as measured by opportunity-by-opportunity data collected monthly during role-play and drills and from logged natural events.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.