Check on a classmate who seems upset
When to use this goal
For students who notice emotions in pictures but do not respond when a classmate is upset in real life. Present levels decide fit. A check-in can be a question, a kind comment, getting help, or giving the peer space if they ask for it.
- Baseline
- Record 4 natural moments and what the student did. Role-plays can fill gaps; keep those data separate.
- Tips
- Telling an adult and giving space when asked both count. The student does not need to look at the peer or touch them. Teach the class the same check-in choices.
- Limits
- Natural moments are rare and uneven. The goal does not measure what the student thinks; it counts what they do. A student who is upset by others' distress may need an emotional-regulation goal too.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-aw-007.
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Goal
By the annual IEP review date, during class, recess, or lunch, when a nearby classmate cries, says they are upset, or sits apart after something went wrong, the student will check on the classmate by asking if they are okay, offering help, saying something kind, or telling an adult independently in at least 3 of 4 opportunities, on 3 of 4 observed weeks, as measured by direct observation collected weekly.
Baseline: 0 of 4 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 4 opportunities.
- Annual goal408 characters
- By the annual IEP review date, during class, recess, or lunch, when a nearby classmate cries, says they are upset, or sits apart after something went wrong, the student will check on the classmate by asking if they are okay, offering help, saying something kind, or telling an adult independently in at least 3 of 4 opportunities, on 3 of 4 observed weeks, as measured by direct observation collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During class, recess, or lunch, when a nearby classmate cries, says they are upset, or sits apart after something went wrong
- Behavior
- The student will check on the classmate by asking if they are okay, offering help, saying something kind, or telling an adult independently
- Criteria
- In at least 3 of 4 opportunities, on 3 of 4 observed weeks
- Evaluation method
- Direct observation
- Schedule
- Weekly
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 4 opportunities
- Mastery rule:
- on 3 of 4 observed weeks
- Collection schedule:
- weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during class, recess, or lunch, when a nearby classmate cries, says they are upset, or sits apart after something went wrong, the student will check on the classmate by asking if they are okay, offering help, saying something kind, or telling an adult independently in at least 3 of 4 opportunities, on 3 of 4 observed weeks, as measured by direct observation collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.