Predict how a peer will react
When to use this goal
For students who act without thinking about how others will respond, or who are surprised by peers' reactions. Present levels decide fit. Prediction is the thinking step; changing the action is a separate behavior goal.
- Baseline
- Use 10 scenarios with a mix of kind and unkind actions. Score the prediction as fitting or not; more than one answer can fit.
- Tips
- Accept any fitting prediction; people react in different ways. Mix in kind actions so the student does not learn that every scenario ends badly.
- Limits
- Predicting on cards does not mean the student will stop to predict in the moment. The goal does not measure behavior change.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-aw-008.
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Goal
By the annual IEP review date, given 10 short scenario cards about everyday actions (such as cutting in line, sharing a snack, knocking over a tower), read aloud, the student will predict the other person's likely reaction and emotion and say one reason independently with at least 80% accuracy on action 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 goal417 characters
- By the annual IEP review date, given 10 short scenario cards about everyday actions (such as cutting in line, sharing a snack, knocking over a tower), read aloud, the student will predict the other person's likely reaction and emotion and say one reason independently with at least 80% accuracy on action 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 scenario cards about everyday actions (such as cutting in line, sharing a snack, knocking over a tower), read aloud
- Behavior
- The student will predict the other person's likely reaction and emotion and say one reason independently
- Criteria
- With at least 80% accuracy on action 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 action 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 scenario cards about everyday actions (such as cutting in line, sharing a snack, knocking over a tower), read aloud, the student will predict the other person's likely reaction and emotion and say one reason independently with at least 80% accuracy on action 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.