Notice when a classmate is sad or hurt
When to use this goal
For young students who keep playing when a nearby peer cries, falls, or is upset. Present levels decide fit. Noticing can be shown in many ways: stopping, going over, telling an adult, bringing a comfort item, or asking "Okay?".
- Baseline
- Record 5 natural moments when a nearby peer was upset and what the student did. If moments are rare, add puppet play scenes and label those data separately.
- Tips
- Any response that shows the student noticed counts, including telling an adult. Children who find crying loud or upsetting may move away first; moving away and then telling an adult counts. Never require the student to hug or touch the peer.
- Limits
- Natural moments are unpredictable; pool across days. The goal does not measure what the student says about emotions. Some students notice but do not show it; the observable response is what can be counted.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-aw-002.
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Goal
By the annual IEP review date, during free play, centers, or the playground, when a nearby peer cries, falls, or shows they are upset, the student will respond to the upset peer by going over, asking "Okay?", bringing a comfort item, or telling an adult independently in at least 3 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected 3 times per week.
Baseline: 0 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 Social Awareness & Perspective Taking.
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 - Social Awareness & Perspective Taking
- Baseline
- 0 of 5 opportunities.
- Annual goal388 characters
- By the annual IEP review date, during free play, centers, or the playground, when a nearby peer cries, falls, or shows they are upset, the student will respond to the upset peer by going over, asking "Okay?", bringing a comfort item, or telling an adult independently in at least 3 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected 3 times per week.
- Timeframe
- By the annual IEP review date
- Condition
- During free play, centers, or the playground, when a nearby peer cries, falls, or shows they are upset
- Behavior
- The student will respond to the upset peer by going over, asking "Okay?", bringing a comfort item, or telling an adult independently
- Criteria
- In at least 3 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- 3 times per week
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 3 of 5 opportunities
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- 3 times per week
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during free play, centers, or the playground, when a nearby peer cries, falls, or shows they are upset, the student will respond to the upset peer by going over, asking "Okay?", bringing a comfort item, or telling an adult independently in at least 3 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected 3 times per week.
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.