Check a noticed emotion and respond
When to use this goal
For students who notice when a peer is upset or excited but do not respond, or respond in a way that does not fit (such as laughing or giving advice no one asked for). Present levels, not grade, decide fit.
- Baseline
- Score three role-plays and any real moments over two weeks with the rubric. Note which part is missing; many students skip the check and jump to a response, or check and then stop.
- Tips
- Any respectful response counts, including asking whether the person wants space. Students may notice through whichever cue they find easiest. Count the student's words in any mode: speech, sign, writing, or a device.
- Limits
- The goal scores the student's response, not the peer's reaction. Real moments are unpredictable, so role-play keeps data flowing. It is not meant to make the student responsible for other students' emotions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-aw-046.
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Goal
By the annual IEP review date, when a classmate shows a clear emotion during class or lunch (such as frustration over work, sadness after a loss, excitement about news), the student will name the clue they noticed, check the emotion with the person (such as "You sound frustrated, are you okay?"), and offer a response that fits (such as help, space, congratulations, or getting an adult) independently, earning a score of at least 5 out of 6 on a 3-part notice, check, and respond rubric scored 0 to 2 per part, in 3 of 4 consecutive weekly observations, as measured by a defined scoring rubric collected weekly, from one real moment or role-play.
Baseline: 2 out of 6 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 2 out of 6 rubric points.
- Annual goal648 characters
- By the annual IEP review date, when a classmate shows a clear emotion during class or lunch (such as frustration over work, sadness after a loss, excitement about news), the student will name the clue they noticed, check the emotion with the person (such as "You sound frustrated, are you okay?"), and offer a response that fits (such as help, space, congratulations, or getting an adult) independently, earning a score of at least 5 out of 6 on a 3-part notice, check, and respond rubric scored 0 to 2 per part, in 3 of 4 consecutive weekly observations, as measured by a defined scoring rubric collected weekly, from one real moment or role-play.
- Timeframe
- By the annual IEP review date
- Condition
- When a classmate shows a clear emotion during class or lunch (such as frustration over work, sadness after a loss, excitement about news)
- Behavior
- The student will name the clue they noticed, check the emotion with the person (such as "You sound frustrated, are you okay?"), and offer a response that fits (such as help, space, congratulations, or getting an adult) independently
- Criteria
- Earning a score of at least 5 out of 6 on a 3-part notice, check, and respond rubric scored 0 to 2 per part, in 3 of 4 consecutive weekly observations
- Evaluation method
- A defined scoring rubric
- Schedule
- Weekly, from one real moment or role-play
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 5 out of 6 on a 3-part notice, check, and respond rubric scored 0 to 2 per part
- Mastery rule:
- in 3 of 4 consecutive weekly observations
- Collection schedule:
- weekly, from one real moment or role-play
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, when a classmate shows a clear emotion during class or lunch (such as frustration over work, sadness after a loss, excitement about news), the student will name the clue they noticed, check the emotion with the person (such as "You sound frustrated, are you okay?"), and offer a response that fits (such as help, space, congratulations, or getting an adult) independently, earning a score of at least 5 out of 6 on a 3-part notice, check, and respond rubric scored 0 to 2 per part, in 3 of 4 consecutive weekly observations, as measured by a defined scoring rubric collected weekly, from one real moment or role-play.
| Date | Task / sample | Names the clue they noticed (face, voice, or situation) | Checks the emotion with the person instead of assuming | Offers a response that fits what the person says they want | Total (of 6) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-part notice, check, and respond rubric scored 0 to 2 per part. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.