Name a character's emotion and the clue
When to use this goal
For students who can name emotions in pictures but cannot yet say how they know. Present levels decide fit. Naming the clue builds the reasoning that real-life social awareness needs.
- Baseline
- Use 10 story events and score correct only when both the emotion and a fitting clue are given. Record emotion-only answers separately; they show the first part is in place.
- Tips
- Any fitting clue counts: the words, the picture, or what happened. Students who do not read faces easily often use the situation, which is a strong clue. Accept answers in any mode.
- Limits
- Book characters are simpler than real people. The goal is not a reading comprehension goal, although it can share the same books.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-aw-005.
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Goal
By the annual IEP review date, given 10 picture-book pages or short story events at the student's listening level, with an emotion word bank, the student will name the character's emotion and one clue from the words, picture, or situation that shows it independently with at least 80% accuracy on story events (emotion and clue both given), in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 30% 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. Work-sample analysis 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 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
- 30% accuracy.
- Annual goal431 characters
- By the annual IEP review date, given 10 picture-book pages or short story events at the student's listening level, with an emotion word bank, the student will name the character's emotion and one clue from the words, picture, or situation that shows it independently with at least 80% accuracy on story events (emotion and clue both given), in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 picture-book pages or short story events at the student's listening level, with an emotion word bank
- Behavior
- The student will name the character's emotion and one clue from the words, picture, or situation that shows it independently
- Criteria
- With at least 80% accuracy on story events (emotion and clue both given), in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- 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 at least 80% accuracy on story events (emotion and clue both given)
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 picture-book pages or short story events at the student's listening level, with an emotion word bank, the student will name the character's emotion and one clue from the words, picture, or situation that shows it independently with at least 80% accuracy on story events (emotion and clue both given), in 3 of 4 consecutive weekly probes, as measured by work-sample analysis 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.