Interpret tone in texts and posts
When to use this goal
For middle and high school students who misread the tone of texts, group chats, or posts, which leads to hurt or conflict. Present levels decide fit. Clues include punctuation, emoji, word choice, and what came before.
- Baseline
- Use 10 realistic messages with context. Score correct when the tone fits and a clue is named. Some messages are truly unclear; "unclear, I would ask" is correct for those.
- Tips
- The student chooses whether to share real messages; never require it. Include messages where asking is the best answer.
- Limits
- Text tone is hard for everyone. The goal does not cover online safety, which belongs in relationships-boundaries and digital-literacy.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-aw-027.
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Goal
By the annual IEP review date, given 10 sample text messages or posts from realistic teen conversations, with the earlier messages shown, the student will say the likely tone of each message (friendly, joking, annoyed, upset, sarcastic) and name the clues independently with at least 80% accuracy on sample messages, 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 goal418 characters
- By the annual IEP review date, given 10 sample text messages or posts from realistic teen conversations, with the earlier messages shown, the student will say the likely tone of each message (friendly, joking, annoyed, upset, sarcastic) and name the clues independently with at least 80% accuracy on sample messages, 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 sample text messages or posts from realistic teen conversations, with the earlier messages shown
- Behavior
- The student will say the likely tone of each message (friendly, joking, annoyed, upset, sarcastic) and name the clues independently
- Criteria
- With at least 80% accuracy on sample messages, 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 sample messages
- 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 sample text messages or posts from realistic teen conversations, with the earlier messages shown, the student will say the likely tone of each message (friendly, joking, annoyed, upset, sarcastic) and name the clues independently with at least 80% accuracy on sample messages, 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.