Identify controlling behaviors in relationships
When to use this goal
For high school students who may not see controlling behavior (checking a phone, isolating from friends, extreme jealousy, threats) as a warning sign. Present levels decide fit.
- Baseline
- Use 10 scenarios with a mix of healthy and controlling behavior. Score each judgment and named sign.
- Tips
- Share hotline and school support information the district approves. If the student describes abuse, follow mandated reporting.
- Limits
- The IEP goal is not a safety plan. Students in unsafe relationships need adult support and referral.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rb-017.
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Goal
By the annual IEP review date, given 10 short scenarios of partners or friends, some showing controlling behavior, the student will say whether each behavior is controlling, name the warning sign, and name a trusted person to talk to independently with at least 90% accuracy on relationship scenarios, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data 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. 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
- 40% accuracy.
- Annual goal403 characters
- By the annual IEP review date, given 10 short scenarios of partners or friends, some showing controlling behavior, the student will say whether each behavior is controlling, name the warning sign, and name a trusted person to talk to independently with at least 90% accuracy on relationship 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 partners or friends, some showing controlling behavior
- Behavior
- The student will say whether each behavior is controlling, name the warning sign, and name a trusted person to talk to independently
- Criteria
- With at least 90% accuracy on relationship 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 relationship 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 partners or friends, some showing controlling behavior, the student will say whether each behavior is controlling, name the warning sign, and name a trusted person to talk to independently with at least 90% accuracy on relationship 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.