Teaching · Special Education

Teach the safety skills that matter most, then practice them where they happen.

Mark twelve personal safety skills as on own, with prompts or not yet, and log each practice with its setting. The organizer puts the core gaps first and shows which skills have only been practiced in class.

Start a safety planWhat you get
$12one-time · every device you sign in on
Buy · $12

Included with Caveat Classroom and Whole-school licenses. Or get it in the Special Education toolkit, $99 for 130 items.

The safety plan

One plan per student; log each practice as you go. The example is made up.

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What you get

Teaching · Special Education$12 · included with Classroom and Whole-school licenses

What you finish with
Skills counted by level, a teach-next list with core skills first, prompts to fade, practice by skill, and the skills ready to mark or move out of the classroom.
Who it is for
Special education and life skills teachers, transition specialists, and paraprofessionals who carry out the plan.
Format
Browser form. One saved plan per student; printed with its summary or as a blank form; CSV of the practice log; export and import a file.
Access
$12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Special Education toolkit ($99) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Special Education space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
practice where it happens
Drawn for this page. A safety skill counts when the student uses it at the real door, street or store, not only in role play.

How to use it

  1. Start a plan with a code or initials and the date.
  2. Mark each skill as the student shows it now, or not a target now.
  3. Note age band, communication, family involvement and methods.
  4. Log each practice with its date, setting and result.
  5. Read the summary each month and share the skills and words with the family.

Start a safety plan

Before you teach

Core skills first

Knowing who they are and how to reach a caregiver, telling a trusted adult, what to do when lost and how to get help come before the rest. A student who has these can be helped when other skills fail.

Generalization

Students with intellectual disabilities often learn a skill in one setting and do not use it in another. Plan practice at the real door, crossing and store, with the family.

Body safety and disclosure

Teach body safety with the family’s input, in the words they use, under your school’s policy. If a student discloses harm, follow your school’s reporting procedure that day.

Sources

  1. Centers for Disease Control and Prevention. Child sexual abuse prevention resources, cdc.gov.
  2. National Center for Missing and Exploited Children. Safety resources for children and families, missingkids.org.
  3. Browder DM, Spooner F, eds. Teaching Students with Moderate and Severe Disabilities. Guilford Press, 2nd ed., 2020 (community-based instruction and generalization).
  4. Counts, the teach-next order and the three-in-a-row check are computed from what you enter; the skill list is a plain planning list, not a published curriculum.

The example student and practices are made up. Support: team@caveatacademic.com.