Name what a place expects people to do
When to use this goal
For students who are unsure what different school places expect (library, cafeteria, gym, assembly) and are surprised when corrected. Present levels decide fit. Naming expectations helps the student plan; it does not ask them to hide who they are.
- Baseline
- Use 10 photos of places the student goes and score whether 2 fitting expectations are named. Note places the student has never been, since those are previews, not errors.
- Tips
- Pair with accommodations the student may need in each place (headphones at assemblies, a seat at the end of a row). Expectations are about shared spaces, not about stopping regulating movement.
- Limits
- Naming expectations does not mean the student will follow them; following routines belongs in classroom-expectations. Expectations differ by school; use the student's own school.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-aw-011.
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Goal
By the annual IEP review date, given 10 photos of school places (library, cafeteria, gym, hallway, assembly, office) and asked what people usually do there, the student will name 2 expected things people do in each place (such as the voice level or how people move) independently with at least 80% accuracy on school place photos, 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 goal432 characters
- By the annual IEP review date, given 10 photos of school places (library, cafeteria, gym, hallway, assembly, office) and asked what people usually do there, the student will name 2 expected things people do in each place (such as the voice level or how people move) independently with at least 80% accuracy on school place photos, 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 photos of school places (library, cafeteria, gym, hallway, assembly, office) and asked what people usually do there
- Behavior
- The student will name 2 expected things people do in each place (such as the voice level or how people move) independently
- Criteria
- With at least 80% accuracy on school place photos, 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 school place photos
- 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 photos of school places (library, cafeteria, gym, hallway, assembly, office) and asked what people usually do there, the student will name 2 expected things people do in each place (such as the voice level or how people move) independently with at least 80% accuracy on school place photos, 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.