Rate the size of a problem and choose a matching response
When to use this goal
For students who respond to small problems (a broken pencil, a peer going first) with big reactions, or who do not seek help for big problems. Base the choice on observation. Use the problem-size scale the school or counselor already teaches.
- Baseline
- Present 5 scenarios of varied size and record the student's rating and chosen response. Observe 2 or 3 real problems and note whether the reaction matched the size. Note whether the student over-rates (everything is big) or under-rates (never asks for help).
- Tips
- An opportunity is a scenario or a real problem followed by the question. Score correct when the rating is reasonable (within one level of the team's rating) and the chosen response matches it. Reasonable disagreement about size is fine; the match between rating and response is the point. Move from scenarios to real problems as soon as possible, since the real-time use is the aim.
- Limits
- Scenario answers show reasoning, not real-time reaction; pair with a regulation or conflict goal for in-the-moment use. Size ratings are culturally and personally variable; do not score the student's rating as wrong when it differs reasonably. Avoid using the scale to dismiss problems that matter to the student.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-cr-017.
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Goal
By the annual IEP review date, given a written, picture, or video scenario of a problem between peers, the student will rate the size of the problem on the class scale and choose a response that matches (such as small problem: fix it or let it go; big problem: get an adult) independently in at least 4 of 5 opportunities, across 3 consecutive weekly probe sets, as measured by opportunity-by-opportunity data collected weekly scenario probes plus observed real problems.
Baseline: 2 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. Opportunity (trial) recording 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 Conflict Resolution.
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 - Conflict Resolution
- Baseline
- 2 of 5 opportunities.
- Annual goal471 characters
- By the annual IEP review date, given a written, picture, or video scenario of a problem between peers, the student will rate the size of the problem on the class scale and choose a response that matches (such as small problem: fix it or let it go; big problem: get an adult) independently in at least 4 of 5 opportunities, across 3 consecutive weekly probe sets, as measured by opportunity-by-opportunity data collected weekly scenario probes plus observed real problems.
- Timeframe
- By the annual IEP review date
- Condition
- Given a written, picture, or video scenario of a problem between peers
- Behavior
- The student will rate the size of the problem on the class scale and choose a response that matches (such as small problem: fix it or let it go; big problem: get an adult) independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly probe sets
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly scenario probes plus observed real problems
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 weekly probe sets
- Collection schedule:
- weekly scenario probes plus observed real problems
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a written, picture, or video scenario of a problem between peers, the student will rate the size of the problem on the class scale and choose a response that matches (such as small problem: fix it or let it go; big problem: get an adult) independently in at least 4 of 5 opportunities, across 3 consecutive weekly probe sets, as measured by opportunity-by-opportunity data collected weekly scenario probes plus observed real problems.
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.