School Safety IEP Goals

____ will consistently be safe on the school bus, as measured by [receiving no more than one referral during X; a positive safety rating from the monitor/driver following 90% of trips]

Need a printable pdf of socio-emotional goals with baseline and present levels tips and modification ideas? Check out the socioemotional goal bank in the store! Now also part of the IEP Success Kit Mega Bundle, with academic goals and assessments!

___ will demonstrate knowledge of bus [rules; procedures] by restating the [rules; procedures] to a staff correctly on three of four opportunities as measured by teacher observations and records.

___ will enter and exit from the bus following rehearsed bus procedures as measured by staff, caregiver, and bus driver reports.

• One helpful strategy is to have the bus driver be the one to dispense small rewards so the student sees them giving out incentives as well as referrals and consequences. Stickers, or tickets that can be redeemed at school, often work well for this. Bus drivers are often fairly reluctant to do contracts do the time constraints so tickets or stickers tend to work better.
• For more intervention ideas, check out the socioemotional goal bank in the store!

In meetings with school staff, ___ will identify [X different conflict resolution strategies that are helpful for her/him; identify X ways he/she could resolve a hypothetical conflict situation;  describe the problem and X possible solutions for a hypothetical social conflict] as measured by teacher records and observations.

Need a printable pdf of socio-emotional goals with baseline and present levels tips and modification ideas? Check out the socioemotional goal bank in the store! Now also part of the IEP Success Kit Mega Bundle, with academic goals and assessments!

When [teased by peers; frustrated by a peer; upset with a peer; upset with a school staff], ____ will [resolve the conflict without physical or verbal aggression; seek help from a staff; when appropriate, move away from the person to avoid further escalation; appropriately share their emotions] on three of four opportunities as measured by student self-report and teacher reports

• Students with conflict management needs are strong contenders behavior contracts. The contracts need to be written to be achievable and to include small rewards along the way to a bigger one—a reward that takes a year to get is not motivating on a daily basis.
• For more intervention ideas, check out the socioemotional goal bank in the store!

Given [a countdown timer; two prompts; schedule reminders; a visual schedule; a social story on transitioning]____ will transition from one activity to the next at a similar rate to his/her peers, including when the transition is from a preferred to a nonpreferred activity, on three of four opportunities as measured by teacher records and observations.

Need a printable pdf of socio-emotional goals with baseline and present levels tips and modification ideas? Check out the socioemotional goal bank in the store! Now also part of the IEP Success Kit Mega Bundle, with academic goals and assessments!

Given [a social story on schedule changes; a visual schedule with changes marked; advance warning of changes], ___ adapt to a significant schedule change, such as a fire drill or assembly, as evidenced by [no more than X protests; transitioning to the new event at a similar rate to peers] on three of four opportunities as measured by teacher records and observations.

• Visual timers or other timers to help students anticipate transitions.
• For more intervention ideas, check out the socioemotional goal bank in the store!