Tell their side when an adult asks what happened
When to use this goal
For young students who freeze, cry, or agree with whatever is said when an adult asks about an incident, so their view is never heard. Present levels and communication mode, not grade, decide fit.
- Baseline
- In a calm moment after a small incident, ask "What happened?" and record the answer. Run three picture-scenario probes. Note whether the student gives any account, a partial one, or agrees with the adult's version.
- Tips
- Ask only after the student is calm and in a private space. Accept their account as their view; the goal scores telling, not whether the account matches what others say.
- Limits
- Real incidents are uneven, so practice probes keep the data steady. Not a substitute for the school's safety reporting process.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-048.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when an adult asks about a problem or incident they were part of, once they are calm, the student will tell their side of what happened by speaking, drawing, using picture cards, or using their device, including who was there and what happened first independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly in practice and after logged incidents.
Baseline: 1 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 Self-Advocacy.
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 - Self-Advocacy
- Baseline
- 1 of 5 opportunities.
- Annual goal460 characters
- By the annual IEP review date, when an adult asks about a problem or incident they were part of, once they are calm, the student will tell their side of what happened by speaking, drawing, using picture cards, or using their device, including who was there and what happened first independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly in practice and after logged incidents.
- Timeframe
- By the annual IEP review date
- Condition
- When an adult asks about a problem or incident they were part of, once they are calm
- Behavior
- The student will tell their side of what happened by speaking, drawing, using picture cards, or using their device, including who was there and what happened first independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly in practice and after logged incidents
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 weeks
- Collection schedule:
- weekly in practice and after logged incidents
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when an adult asks about a problem or incident they were part of, once they are calm, the student will tell their side of what happened by speaking, drawing, using picture cards, or using their device, including who was there and what happened first independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly in practice and after logged incidents.
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.