Spot when words and situation do not match
When to use this goal
For students who take statements like "I'm fine" at face value when the situation suggests otherwise. Present levels decide fit. The clue is a mismatch between what someone says and what is happening.
- Baseline
- Use 10 scenes, half matching and half mismatching. Score correct when the judgment and a possible real meaning are given.
- Tips
- Teach that asking again kindly is a good way to check. The student does not need to guess right every time in real life.
- Limits
- Real mismatches are often subtle. The goal does not cover the student's own masking or hiding of emotions and should never ask them to.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-aw-026.
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Goal
By the annual IEP review date, given 10 short written or video scenes in which a person's words do or do not match the situation, the student will say whether the person's words match the situation and what the person might really be thinking or feeling independently with at least 75% accuracy on word and situation scenes, 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 goal426 characters
- By the annual IEP review date, given 10 short written or video scenes in which a person's words do or do not match the situation, the student will say whether the person's words match the situation and what the person might really be thinking or feeling independently with at least 75% accuracy on word and situation scenes, 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 scenes in which a person's words do or do not match the situation
- Behavior
- The student will say whether the person's words match the situation and what the person might really be thinking or feeling independently
- Criteria
- With at least 75% accuracy on word and situation scenes, 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 75% accuracy on word and situation scenes
- 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 scenes in which a person's words do or do not match the situation, the student will say whether the person's words match the situation and what the person might really be thinking or feeling independently with at least 75% accuracy on word and situation scenes, 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.