Name signs of a healthy dating relationship
When to use this goal
For high school students who are dating or interested in dating and need clear ideas of respect, trust, honesty, and equal choices. Present levels and family input decide fit. Use the district's approved health curriculum alongside this goal.
- Baseline
- Use 10 scenarios with diverse couples and age-matched situations. Score each judgment and reason.
- Tips
- Involve the family, who know the student's values and culture. Include all kinds of couples. Keep scenarios realistic for teens.
- Limits
- Scenario answers do not show real relationship choices. The IEP goal does not replace health education or a safety plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rb-016.
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Goal
By the annual IEP review date, given 10 short scenarios of dating partners talking, texting, or making plans, the student will say whether each behavior is a sign of a healthy relationship and give a reason independently with at least 90% accuracy on dating scenarios, 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 goal370 characters
- By the annual IEP review date, given 10 short scenarios of dating partners talking, texting, or making plans, the student will say whether each behavior is a sign of a healthy relationship and give a reason independently with at least 90% accuracy on dating scenarios, 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 10 short scenarios of dating partners talking, texting, or making plans
- Behavior
- The student will say whether each behavior is a sign of a healthy relationship and give a reason independently
- Criteria
- With at least 90% accuracy on dating scenarios, 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 dating scenarios
- 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 10 short scenarios of dating partners talking, texting, or making plans, the student will say whether each behavior is a sign of a healthy relationship and give a reason independently with at least 90% accuracy on dating scenarios, 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.