State what is wrong using words, sign, or a device
When to use this goal
For students who show distress through behavior (crying, hiding, hitting) and have some emotion or need vocabulary but do not use it in the moment. Base the choice on the student's emotion vocabulary and FBA information if any. Differs from se-er-003 (scheduled check-ins) in that this is spontaneous reporting when something is wrong.
- Baseline
- For two weeks, log each visible distress episode and what the student communicated: a statement of the emotion or need, a general protest, behavior only, or nothing. Note the time between the first sign and any communication. Check which emotion words the student can use when calm.
- Tips
- An opportunity begins at the first visible sign of distress (defined for this student in the plan). Score correct when the student communicates the emotion or need within 1 minute, before escalation behaviors defined in the plan. Respond to every statement with help, not correction, and do not score whether the stated emotion seems accurate. Model emotion words throughout the day.
- Limits
- Distress episodes are irregular, so data accumulate slowly; weekly summaries work better than daily. In high distress, language is hard for everyone; a board or single symbol should always be available. This goal does not replace a behavior plan when behavior is intensive.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-020.
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Goal
By the annual IEP review date, when something is wrong (such as they are upset, hurt, tired, or someone took their item), as shown by a visible change in behavior, the student will state what is wrong or what they need in words, sign, or a device message (such as "I'm mad," "too loud," "he took it") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, logging each observed episode.
Baseline: 1 of 5 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 Functional Communication.
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 - Functional Communication
- Baseline
- 1 of 5 opportunities.
- Annual goal459 characters
- By the annual IEP review date, when something is wrong (such as they are upset, hurt, tired, or someone took their item), as shown by a visible change in behavior, the student will state what is wrong or what they need in words, sign, or a device message (such as "I'm mad," "too loud," "he took it") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, logging each observed episode.
- Timeframe
- By the annual IEP review date
- Condition
- When something is wrong (such as they are upset, hurt, tired, or someone took their item), as shown by a visible change in behavior
- Behavior
- The student will state what is wrong or what they need in words, sign, or a device message (such as "I'm mad," "too loud," "he took it") independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Weekly, logging each observed episode
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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- weekly, logging each observed episode
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when something is wrong (such as they are upset, hurt, tired, or someone took their item), as shown by a visible change in behavior, the student will state what is wrong or what they need in words, sign, or a device message (such as "I'm mad," "too loud," "he took it") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, logging each observed episode.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.