Sort people into relationship circles
When to use this goal
For students who treat everyone the same way, sharing personal details with strangers or hugging acquaintances. Present levels decide fit. Circles typically run from self, to family, to close friends, to acquaintances and helpers, to strangers.
- Baseline
- Build the people set with the family (family, friends, teachers, bus driver, store clerk, a person from TV). Score each placement against the family's view.
- Tips
- The family decides where relatives and family friends go. Circles can change over time. Accept any response mode.
- Limits
- Sorting does not show the student acts differently by circle; pair with se-rb-007. Circles are a teaching tool, not a fixed rule.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rb-006.
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Goal
By the annual IEP review date, given photos or name cards of 12 people in the student's life and community, and a relationship circles chart, the student will place each person in the right circle and say how they know the person independently with at least 85% accuracy on people placed in circles, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis 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. Work-sample analysis 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
- 40% accuracy.
- Annual goal390 characters
- By the annual IEP review date, given photos or name cards of 12 people in the student's life and community, and a relationship circles chart, the student will place each person in the right circle and say how they know the person independently with at least 85% accuracy on people placed in circles, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given photos or name cards of 12 people in the student's life and community, and a relationship circles chart
- Behavior
- The student will place each person in the right circle and say how they know the person independently
- Criteria
- With at least 85% accuracy on people placed in circles, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- 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 85% accuracy on people placed in circles
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given photos or name cards of 12 people in the student's life and community, and a relationship circles chart, the student will place each person in the right circle and say how they know the person independently with at least 85% accuracy on people placed in circles, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis 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.