Tell how they are doing with emotion words
When to use this goal
For students who show strong emotions through behavior or body language but do not use emotion words on their device, so adults guess. Emotion words (happy, mad, tired, worried, sick, frustrated, excited) and body words (hurt, hungry) give the student a way to tell people. Base the choice on observation and family input.
- Baseline
- Record five check-ins and five moments of visible emotion and whether the student used an emotion word, another communication (pushing away, crying), or nothing. Ask the family which words and signals the student uses at home.
- Tips
- Each check-in or noticed moment is one opportunity, scored independent when the student uses an emotion or body word without a model. Respond to what the student says; if they say "mad", help with what made them mad. Students choose their own words; never insist on a "correct" emotion.
- Limits
- Adults can only guess at emotions, so scoring "right" emotion words is not possible; score use of the words. The goal does not replace a behavior or mental health plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-051.
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Goal
By the annual IEP review date, during a daily check-in at arrival or after lunch with an adult who asks "How are you doing?", the student will select an emotion or body-state word on the device to tell how they are doing independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily at check-in, with a weekly summary.
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. Direct observation 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 AAC & Augmentative Communication.
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
- Speech & Language - AAC & Augmentative Communication
- Baseline
- 1 of 5 opportunities.
- Annual goal379 characters
- By the annual IEP review date, during a daily check-in at arrival or after lunch with an adult who asks "How are you doing?", the student will select an emotion or body-state word on the device to tell how they are doing independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily at check-in, with a weekly summary.
- Timeframe
- By the annual IEP review date
- Condition
- During a daily check-in at arrival or after lunch with an adult who asks "How are you doing?"
- Behavior
- The student will select an emotion or body-state word on the device to tell how they are doing independently
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- Daily at check-in, with a weekly summary
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:
- on 4 of 5 observed days
- Collection schedule:
- daily at check-in, with a weekly summary
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a daily check-in at arrival or after lunch with an adult who asks "How are you doing?", the student will select an emotion or body-state word on the device to tell how they are doing independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily at check-in, with a weekly summary.
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.