Choose the action for a home emergency
When to use this goal
For students who freeze or pick a risky action when something goes wrong at home. Uses scenario cards (power outage, gas smell, overflowing toilet, a fire alarm, a locked-out door); present levels in reading or listening decide fit, not grade.
- Baseline
- Use the student's real contacts and home layout in the scenarios. Score each answer as safe and complete (action plus contact) or not, and accept answers in any mode the student uses.
- Tips
- Because a wrong first action can be dangerous, the target is every scenario. Write the plan card with the family so it matches what they want the student to do.
- Limits
- This goal teaches a routine; it does not replace a fire, medical, or emergency plan written by the family, the nurse, or the program. Safety steps are scored as all-or-nothing, so the target is every step. Answering on cards does not show what the student does under stress; drills give a better picture.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-il-038.
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Goal
By the annual IEP review date, given 8 to 10 home emergency scenario cards read aloud or in print, and the student's emergency contact card, the student will state or show the first safe action and who to contact for each scenario independently with 100% accuracy on home emergency scenarios, on 3 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 Independent Living.
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
- Transition & Postsecondary Skills - Independent Living
- Baseline
- 50% accuracy.
- Annual goal389 characters
- By the annual IEP review date, given 8 to 10 home emergency scenario cards read aloud or in print, and the student's emergency contact card, the student will state or show the first safe action and who to contact for each scenario independently with 100% accuracy on home emergency scenarios, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 8 to 10 home emergency scenario cards read aloud or in print, and the student's emergency contact card
- Behavior
- The student will state or show the first safe action and who to contact for each scenario independently
- Criteria
- With 100% accuracy on home emergency scenarios, on 3 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 100% accuracy on home emergency scenarios
- Mastery rule:
- on 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 8 to 10 home emergency scenario cards read aloud or in print, and the student's emergency contact card, the student will state or show the first safe action and who to contact for each scenario independently with 100% accuracy on home emergency scenarios, on 3 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.