Explain what someone who missed it thinks
When to use this goal
For students who assume others know what they know, which can lead to confusing stories and misunderstandings. Present levels decide fit. Classic set-ups: an object moved while a character is away, or a box with a surprise inside.
- Baseline
- Use 10 stories with varied objects and settings. Score correct when the student answers from the character's view, not their own.
- Tips
- Act stories out with toys for younger students. Ask "why" to see the reasoning. Tie it to real life: telling a friend who was absent what happened.
- Limits
- Story tasks do not show the student will apply it in conversation. Results depend on language skills; keep sentences short and allow any response mode.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-aw-009.
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Goal
By the annual IEP review date, given 10 short acted-out or illustrated stories in which one character misses an event (such as an object being moved), the student will say what the character who missed the event will think or do and why independently with at least 70% accuracy on missed-event stories, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data 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. 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
- 30% accuracy.
- Annual goal404 characters
- By the annual IEP review date, given 10 short acted-out or illustrated stories in which one character misses an event (such as an object being moved), the student will say what the character who missed the event will think or do and why independently with at least 70% accuracy on missed-event stories, 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 acted-out or illustrated stories in which one character misses an event (such as an object being moved)
- Behavior
- The student will say what the character who missed the event will think or do and why independently
- Criteria
- With at least 70% accuracy on missed-event stories, 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 70% accuracy on missed-event stories
- 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 acted-out or illustrated stories in which one character misses an event (such as an object being moved), the student will say what the character who missed the event will think or do and why independently with at least 70% accuracy on missed-event stories, 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.