Report a problem, worry, or safety concern to a trusted adult
When to use this goal
For students who keep problems to themselves (a lost item, a peer who bothers them, something unsafe they saw) until the problem grows. Base the choice on counselor input and the student's own account. Reporting is always a success, even when the concern turns out to be small.
- Baseline
- With the counselor and family, list problems from the last month that adults learned about late or by accident. Present 3 to 5 scenario cards and record whether the student says they would tell someone, whom, and what they would say. Make the trusted-adult list with the student.
- Tips
- Count natural problems that staff later learn about (from any source) as opportunities, scored correct if the student reported before an adult discovered the problem. Add scenario probes for a steady supply of data. Any report in any mode counts; a report about a safety concern must be followed up by adults the same day. Do not score tone, eye contact, or whether the student was upset while reporting.
- Limits
- Many problems are never known to adults, so natural data are incomplete. Scenario responses show knowledge, not real reporting. This goal does not replace school reporting procedures for bullying or abuse, and it must never make the student responsible for adult follow-up.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-014.
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Goal
By the annual IEP review date, when a problem occurs that they cannot solve alone (such as a lost item, a peer who keeps bothering them, feeling unsafe, something broken), the student will report the problem to a trusted adult, stating what happened and what they need independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly through check-ins, staff reports, and scenario probes.
Baseline: 1 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. Direct observation 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 Self-Advocacy.
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 - Self-Advocacy
- Baseline
- 1 of 5 opportunities.
- Annual goal450 characters
- By the annual IEP review date, when a problem occurs that they cannot solve alone (such as a lost item, a peer who keeps bothering them, feeling unsafe, something broken), the student will report the problem to a trusted adult, stating what happened and what they need independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly through check-ins, staff reports, and scenario probes.
- Timeframe
- By the annual IEP review date
- Condition
- When a problem occurs that they cannot solve alone (such as a lost item, a peer who keeps bothering them, feeling unsafe, something broken)
- Behavior
- The student will report the problem to a trusted adult, stating what happened and what they need independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Weekly through check-ins, staff reports, and scenario probes
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 at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- weekly through check-ins, staff reports, and scenario probes
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a problem occurs that they cannot solve alone (such as a lost item, a peer who keeps bothering them, feeling unsafe, something broken), the student will report the problem to a trusted adult, stating what happened and what they need independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly through check-ins, staff reports, and scenario probes.
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.