Explain how an action affects others
When to use this goal
For students who can describe what happened but not the effect on other people. Present levels decide fit. A rubric captures the chain from action to effect.
- Baseline
- Score two scenario explanations on the rubric. Include one kind action so the student learns that actions affect others in good ways too.
- Tips
- Reflection is never a punishment; use it as problem solving. Accept spoken, written, or drawn answers.
- Limits
- Rubric scores depend on the scenario; keep difficulty similar. The goal does not measure changing the action.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-aw-020.
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Goal
By the annual IEP review date, given a short scenario or video of a student's action in class, at lunch, or online, the student will explain how the action affected others by naming who was affected, their likely emotion, and what may happen next independently, earning a score of at least 7 out of 8 on a 4-row action-and-effect rubric scored 0 to 2 per row, in 3 of 4 biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Baseline: 3 out of 8 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 3 out of 8 rubric points.
- Annual goal453 characters
- By the annual IEP review date, given a short scenario or video of a student's action in class, at lunch, or online, the student will explain how the action affected others by naming who was affected, their likely emotion, and what may happen next independently, earning a score of at least 7 out of 8 on a 4-row action-and-effect rubric scored 0 to 2 per row, in 3 of 4 biweekly probes, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a short scenario or video of a student's action in class, at lunch, or online
- Behavior
- The student will explain how the action affected others by naming who was affected, their likely emotion, and what may happen next independently
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row action-and-effect rubric scored 0 to 2 per row, in 3 of 4 biweekly probes
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 7 out of 8 on a 4-row action-and-effect rubric scored 0 to 2 per row
- Mastery rule:
- in 3 of 4 biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a short scenario or video of a student's action in class, at lunch, or online, the student will explain how the action affected others by naming who was affected, their likely emotion, and what may happen next independently, earning a score of at least 7 out of 8 on a 4-row action-and-effect rubric scored 0 to 2 per row, in 3 of 4 biweekly probes, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Describes the action clearly | Names who was affected | Names a likely emotion for each person affected | Predicts what may happen next or how to repair it | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row action-and-effect rubric scored 0 to 2 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.