Identify unwritten rules in hallways and lunch
When to use this goal
For middle school students who are surprised by peers' reactions in hallways, at lunch, in locker rooms, or on the bus. Present levels decide fit. Knowing the unwritten rules lets the student decide what to do; it never requires hiding who they are.
- Baseline
- Use 10 scenarios from the student's own school. Score correct when the rule is spotted and stated.
- Tips
- Write scenarios with the student's input; they often know what confuses them. Some unwritten rules are unkind or unfair; discuss which ones the student can choose to ignore.
- Limits
- Rules differ between schools and groups. The goal does not measure what the student does in those settings.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-aw-029.
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Goal
By the annual IEP review date, given 10 short scenarios from middle school hallways, lunch, locker rooms, or the bus in which a student follows or breaks an unwritten rule, the student will say whether an unwritten rule was followed or broken, what the rule is, and how peers might react independently with at least 75% accuracy on middle school setting scenarios, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 35% 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
- 35% accuracy.
- Annual goal466 characters
- By the annual IEP review date, given 10 short scenarios from middle school hallways, lunch, locker rooms, or the bus in which a student follows or breaks an unwritten rule, the student will say whether an unwritten rule was followed or broken, what the rule is, and how peers might react independently with at least 75% accuracy on middle school setting 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 scenarios from middle school hallways, lunch, locker rooms, or the bus in which a student follows or breaks an unwritten rule
- Behavior
- The student will say whether an unwritten rule was followed or broken, what the rule is, and how peers might react independently
- Criteria
- With at least 75% accuracy on middle school setting 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 75% accuracy on middle school setting 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 scenarios from middle school hallways, lunch, locker rooms, or the bus in which a student follows or breaks an unwritten rule, the student will say whether an unwritten rule was followed or broken, what the rule is, and how peers might react independently with at least 75% accuracy on middle school setting 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.