Sort public and private places
When to use this goal
For students who are unsure which places are private (a bathroom stall, their own bedroom) and which are public (a classroom, a bus, a store). Present levels decide fit, not age. This is the base for public and private behavior goals.
- Baseline
- Use 12 photos of places the student actually uses. Score each sort. Note places that are tricky on purpose (a bedroom shared with a sibling, a school nurse's office) and talk them through with the family.
- Tips
- Agree on the private places with the family first; homes differ. Use real photos of the student's own school and community. Any response mode counts: sorting cards, pointing, or a device.
- Limits
- Sorting places does not show the student acts on it; pair with a behavior goal such as se-rb-022. Some places change (a bathroom with the door open). The goal does not cover private body topics, which need family input.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rb-001.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 12 photos of everyday places at school, home, and in the community, and a two-column board labeled public and private, the student will sort each place as public or private and say one reason independently with at least 90% accuracy on place photos, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 50% 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 Relationships, Boundaries & Personal Safety.
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 - Relationships, Boundaries & Personal Safety
- Baseline
- 50% accuracy.
- Annual goal388 characters
- By the annual IEP review date, given 12 photos of everyday places at school, home, and in the community, and a two-column board labeled public and private, the student will sort each place as public or private and say one reason independently with at least 90% accuracy on place photos, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 12 photos of everyday places at school, home, and in the community, and a two-column board labeled public and private
- Behavior
- The student will sort each place as public or private and say one reason independently
- Criteria
- With at least 90% accuracy on place photos, in 3 of 4 consecutive weekly probes
- 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 90% accuracy on place photos
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 12 photos of everyday places at school, home, and in the community, and a two-column board labeled public and private, the student will sort each place as public or private and say one reason independently with at least 90% accuracy on place photos, in 3 of 4 consecutive weekly probes, 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.