Tell friendly teasing from unkind teasing
When to use this goal
For students who take all teasing as an attack, or who miss when teasing is meant to hurt. Present levels decide fit. Clues include the relationship, the tone, whether the person stops when asked, and whether both people are laughing.
- Baseline
- Use 10 scenarios with a balance of friendly and unkind teasing. Score the judgment plus clues. Note whether errors lean toward seeing threats or toward missing them.
- Tips
- Teach that the student can always say "I don't like that" whether the teasing was friendly or not. Report bullying through school procedures, not this goal.
- Limits
- Real teasing is often unclear, even to adults. The goal is not a bullying response plan. Students who are targeted need adult protection, not just better reading of cues.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-aw-015.
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Goal
By the annual IEP review date, given 10 short written or video scenarios of peer teasing at school, half friendly and half unkind, the student will tell whether the teasing is friendly or unkind and name 2 clues that show it independently with at least 80% accuracy on teasing 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 goal389 characters
- By the annual IEP review date, given 10 short written or video scenarios of peer teasing at school, half friendly and half unkind, the student will tell whether the teasing is friendly or unkind and name 2 clues that show it independently with at least 80% accuracy on teasing 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 written or video scenarios of peer teasing at school, half friendly and half unkind
- Behavior
- The student will tell whether the teasing is friendly or unkind and name 2 clues that show it independently
- Criteria
- With at least 80% accuracy on teasing 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 teasing 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 written or video scenarios of peer teasing at school, half friendly and half unkind, the student will tell whether the teasing is friendly or unkind and name 2 clues that show it independently with at least 80% accuracy on teasing 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.