Notice when a joke has gone too far
When to use this goal
For students who join in or keep laughing when teasing has started to hurt someone. Present levels decide fit. Signs include the target going quiet, leaving, asking to stop, or getting angry.
- Baseline
- Record 4 moments (real or role-played) and what the student did. Real moments are rare; role-play data are useful but label them.
- Tips
- Telling an adult always counts. The student is never responsible for stopping bullying alone. Pair with school-wide bullying procedures.
- Limits
- Real moments are hard to observe. The goal does not replace the school's bullying response.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-aw-030.
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Goal
By the annual IEP review date, during lunch, class, or group time, when teasing among peers starts to upset the person being teased, the student will respond to the signs by stopping their own part, changing the subject, checking on the person, or telling an adult independently in at least 3 of 4 opportunities, on 3 of 4 observed weeks, as measured by direct observation collected weekly.
Baseline: 0 of 4 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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
- 0 of 4 opportunities.
- Annual goal390 characters
- By the annual IEP review date, during lunch, class, or group time, when teasing among peers starts to upset the person being teased, the student will respond to the signs by stopping their own part, changing the subject, checking on the person, or telling an adult independently in at least 3 of 4 opportunities, on 3 of 4 observed weeks, as measured by direct observation collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During lunch, class, or group time, when teasing among peers starts to upset the person being teased
- Behavior
- The student will respond to the signs by stopping their own part, changing the subject, checking on the person, or telling an adult independently
- Criteria
- In at least 3 of 4 opportunities, on 3 of 4 observed weeks
- Evaluation method
- Direct observation
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 3 of 4 opportunities
- Mastery rule:
- on 3 of 4 observed weeks
- Collection schedule:
- weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during lunch, class, or group time, when teasing among peers starts to upset the person being teased, the student will respond to the signs by stopping their own part, changing the subject, checking on the person, or telling an adult independently in at least 3 of 4 opportunities, on 3 of 4 observed weeks, as measured by direct observation collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.