Tell an accident from on purpose
When to use this goal
For students who treat every bump, spill, or mistake as deliberate, which often leads to conflict. Present levels decide fit. Telling intent from accident is the reading part; responding calmly belongs in emotional-regulation and conflict-resolution.
- Baseline
- Use 10 clear scenarios (half accidental) and score the judgment plus a clue. Note whether errors lean one way, such as calling accidents deliberate.
- Tips
- Review real events only after the student is settled, and never as a consequence. Some real events are unclear; "I'm not sure, I could ask" is a good answer.
- Limits
- Scenarios are clearer than real life. The goal does not measure how the student reacts. A student with a history of being targeted may have good reasons to be wary; talk with the counselor.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-aw-006.
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Goal
By the annual IEP review date, given 10 short illustrated or video scenarios of peer mishaps, half accidental and half deliberate, the student will say whether the peer did it by accident or on purpose and name one clue (such as what they said, what they did next, or what happened before) independently with at least 80% accuracy on peer mishap scenarios, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 40% 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 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
- 40% accuracy.
- Annual goal458 characters
- By the annual IEP review date, given 10 short illustrated or video scenarios of peer mishaps, half accidental and half deliberate, the student will say whether the peer did it by accident or on purpose and name one clue (such as what they said, what they did next, or what happened before) independently with at least 80% accuracy on peer mishap scenarios, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 short illustrated or video scenarios of peer mishaps, half accidental and half deliberate
- Behavior
- The student will say whether the peer did it by accident or on purpose and name one clue (such as what they said, what they did next, or what happened before) independently
- Criteria
- With at least 80% accuracy on peer mishap scenarios, in 3 of 4 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 at least 80% accuracy on peer mishap scenarios
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 short illustrated or video scenarios of peer mishaps, half accidental and half deliberate, the student will say whether the peer did it by accident or on purpose and name one clue (such as what they said, what they did next, or what happened before) independently with at least 80% accuracy on peer mishap scenarios, in 3 of 4 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.