Read subtle expressions such as bored or confused
When to use this goal
For older students who recognize clear emotions but miss quieter ones, such as a classmate looking confused or a listener looking bored. Present levels, not grade, decide fit.
- Baseline
- Run the 10-item probe and record each answer and clue. Note whether errors cluster around one pair (bored and tired are often confused) so teaching can target that contrast.
- Tips
- Choose photos and clips that reflect the student's school and community. Count a reasonable alternative (frustrated for annoyed) as correct and note it. Teach that a face gives a guess to check, and that asking ("You seem confused, want me to explain?") is a strong next step.
- Limits
- Recognizing a subtle expression in a probe does not mean the student notices it in conversation; pair with a real-moment goal such as se-aw-018. Expressions vary across people and cultures. The goal never asks the student to change their own expressions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-aw-042.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 10 photos of teens in school settings showing subtle expressions (such as bored, confused, embarrassed, annoyed, interested), with a word bank of 8 emotion words, the student will name the likely emotion and one face clue that shows it independently with at least 80% accuracy on photos of subtle expressions, across 3 consecutive sessions, 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 goal442 characters
- By the annual IEP review date, given 10 photos of teens in school settings showing subtle expressions (such as bored, confused, embarrassed, annoyed, interested), with a word bank of 8 emotion words, the student will name the likely emotion and one face clue that shows it independently with at least 80% accuracy on photos of subtle expressions, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 photos of teens in school settings showing subtle expressions (such as bored, confused, embarrassed, annoyed, interested), with a word bank of 8 emotion words
- Behavior
- The student will name the likely emotion and one face clue that shows it independently
- Criteria
- With at least 80% accuracy on photos of subtle expressions, across 3 consecutive sessions
- 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 photos of subtle expressions
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 photos of teens in school settings showing subtle expressions (such as bored, confused, embarrassed, annoyed, interested), with a word bank of 8 emotion words, the student will name the likely emotion and one face clue that shows it independently with at least 80% accuracy on photos of subtle expressions, across 3 consecutive sessions, 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.