Present levels examples for social-emotional needs

Social-emotional present levels go wrong in a predictable way. The evaluation report says "high anxiety" and "at-risk social skills," and those words get pasted into the IEP. Nobody can write a goal from a rating scale label, and nobody can show progress against one.

The 16 examples below fix that. Each one starts with a weak statement, then gives a strong rewrite built from observation, self-report or record data. A short note says what makes it strong and which data produced it. For the full structure of the section, start with the guide to present levels of performance.

Every number here is invented to show the format. None is a norm or a target.

What social-emotional present levels must contain

The IEP has to describe present levels of academic achievement and functional performance, and how the disability affects progress in the general curriculum.^[1] Social-emotional skills sit under functional performance. When behavior gets in the way of learning, the team must also consider positive behavior supports.^[2]

In practice, a usable statement has five parts:

• The situation. Social-emotional skills only show up when something triggers them: a correction, a crowded hallway, a group task. Name it.
• A number. Recovery time in minutes, the count of times a strategy was used, peer contacts per recess, or a self-rating on a scale.
• The source. Say whether the number came from direct observation, a student self-report, a rating scale or school records.
• What helps. A check-in, a break card, a seat near a friend. These become supports in the IEP.
• The effect. Missed instruction, lost peer contact, visits to the nurse, work left undone.

Social-emotional learning frameworks group these skills into self-awareness, self-management, social awareness, relationship skills and decision-making.^[3] The sections below loosely follow that grouping, because it maps well onto the goal areas in the social-emotional goal library.

Picking the data that fits the skill

Rating scales tell you where to look. They do not give you a baseline you can re-measure every two weeks. For that, match the measure to the skill.

If a behavior only matters when a trigger happens, count opportunities, not raw frequency. A student who has two hard moments a week and uses a strategy in both is doing better than one who has ten and uses it in three.

Self-awareness and emotional regulation

1. Recovering after correction, grade 5

Weak: "Zara has trouble controlling her emotions and shuts down."

Strong: "Across 9 observed corrections in October, Zara put her head down and stopped working each time. Her time to restart work ranged from 4 to 22 minutes, with a median of 11 minutes. She restarted within 3 minutes on the 2 occasions the teacher offered a choice of next step. Zara misses a median of 25 minutes of math instruction per week. She needs a way to restart work after a correction without adult coaching."

What makes it strong: It names the trigger and times the recovery, so a duration goal can follow. It also records the one thing that already works. The emotional regulation goals include a template to return to class after a break.

2. Naming feelings and intensity, grade 2

Weak: "Milo doesn't know how he feels."

Strong: "At 10 morning check-ins in September, Milo pointed to a feelings picture each time but chose 'happy' on 8 days, including 3 days when staff had seen him crying on the bus. When shown a 5-point intensity scale, he picked 1 or 5 and no middle ratings. He uses words for 'mad' and 'sad' at home, per his mother. Milo needs to rate his feelings at a level that matches what adults observe, so he can choose a strategy that fits."

What makes it strong: It compares self-report with adult observation, which is the real gap. The goal can count matches between his rating and the adult's. See report emotion and intensity on a scale.

3. Using a strategy after a known trigger, grade 8

Weak: "Anika has anger issues and needs to use coping skills."

Strong: "Anika's trigger, from staff and her own report, is being called on without warning. In 12 logged cold-call events across three classes in October, she used her taught strategy (writing a quick answer card or asking 'Can you come back to me?') 3 times. The other 9 times she argued with the teacher and was sent to the office twice. She lists her strategies accurately in counseling sessions. Anika needs to use a chosen strategy within 30 seconds of a cold call."

What makes it strong: It shows she knows the strategy but does not yet use it under pressure. That tells the team the goal is about use, not knowledge. The template to begin a chosen strategy after a trigger fits this need.

4. Leaving class to regulate, grade 10

Weak: "Kai leaves class whenever he wants."

Strong: "Over 4 weeks in September and October, attendance records show Kai left class without a pass 14 times, mostly in the second half of English and chemistry. He was gone a median of 18 minutes. When he used his break pass (3 times), he returned in under 8 minutes. In a student interview, he said he leaves when 'everyone is too loud and I can't think.' Kai needs to request a break with his pass and return within 10 minutes."

What makes it strong: It uses records the school already keeps, adds the student's own account, and compares two ways of leaving. A goal can count passes used and minutes away.

Worry, mood and self-concept

5. Avoiding tasks when worried, grade 4

Weak: "Delilah has anxiety that affects her schoolwork."

Strong: "Delilah's ratings on a teacher anxiety scale fall in the at-risk range, and teachers report she avoids new tasks. In 10 observed math and writing lessons in October, she asked to go to the nurse or bathroom within 5 minutes of a new task 7 times. On days when the teacher showed her a finished example first, she started the task on all 4 occasions. She completes about 40% of new-concept assignments. Delilah needs to start an unfamiliar task using a brave-talk phrase or a worked example."

What makes it strong: The rating scale points to the area, and classroom data gives the baseline. Note the 40% says of what: assignments on new concepts. See ask for a worked example before starting.

6. Negative self-talk, grade 7

Weak: "Oscar has low self-esteem."

Strong: "During six 30-minute independent work periods in October, Oscar made a median of 5 self-put-downs per period, such as 'I'm so stupid' or 'I always fail.' He made none during art and computer science, where he reports feeling skilled. When the teacher points to his past correct work, he goes back to the task within 1 minute. Peers have started to avoid sitting with him. Oscar needs to replace put-downs with a helpful statement and keep working."

What makes it strong: "Low self-esteem" is a guess. A count of put-downs per period is not. The self-concept goals include fewer self-put-downs during independent work.

7. Separating at arrival, kindergarten

Weak: "Simone cries every morning and has separation anxiety."

Strong: "Across 10 school mornings in September, Simone cried and held her father's leg for a median of 9 minutes at drop-off (range 3 to 15). On the 3 mornings she carried her class job card, she let go within 3 minutes. Once in the room, she joins the arrival routine with a peer. She misses the first part of morning meeting most days. Simone needs to separate from her caregiver and join the class within 3 minutes."

What makes it strong: It reports duration with a range and the condition that shortens it. The goal can use the same timing. See separate at drop-off and join the class.

Social awareness and peer relationships

8. Starting peer contact at recess, grade 3

Weak: "Arjun has no friends and plays alone."

Strong: "In eight 15-minute recess observations in October, Arjun started a peer interaction a median of 0 times (range 0 to 2). He responded to peers who invited him on 5 of 6 invitations. He plays near a group that builds with blocks and watches them for most of recess. He told the counselor he wants 'someone to play tag with.' Arjun needs to start an interaction with a peer during unstructured time."

What makes it strong: It separates starting from responding, which are different skills. It also records what the student wants, which matters for buy-in. See initiate interactions with peers at recess.

9. Joining group work, grade 6

Weak: "Bea does not participate in groups."

Strong: "In 7 cooperative group tasks in science in October, Bea offered an idea a median of 0 times per task. When the teacher gave each student a role card, she offered at least 1 idea in 3 of 3 tasks. Her written work shows she understands the content: she scored 85% on the unit quiz. Group grades make up a fifth of her science grade. Bea needs to contribute ideas during group work with a defined role."

What makes it strong: The quiz score rules out a content gap, so the goal can focus on participation. The role card is a support the IEP can list. See contribute ideas during group work.

10. Reading others' cues, grade 9

Weak: "Felix lacks social skills and is awkward."

Strong: "During four 25-minute lunch observations in October, Felix talked about his video game for a median of 6 minutes at a time without pausing. Peers looked away, turned to each other or left the table in 9 of 11 such episodes, and he kept talking each time. In a counseling session using photos, he named peer boredom correctly in 2 of 8 photos. Felix needs to notice signs that a listener has lost interest and change the topic or ask a question."

What makes it strong: It ties a structured measure (the photo task) to what happens at lunch. Both can be re-measured. The social awareness goals have templates for this.

11. Online and texting conduct, grade 11

Weak: "Nico has problems with peers on social media."

Strong: "Nico and his mother shared 3 weeks of group chat messages from the robotics club in September. Of 40 messages Nico sent, 14 were all-caps or contained insults after a peer disagreed with him. The club advisor removed him from the chat twice. When he drafted a reply and waited 10 minutes before sending, his messages stayed on topic. Nico needs to reply to peer messages with a related, respectful response."

What makes it strong: It uses a real sample with a denominator (14 of 40 messages). The waiting strategy is a support the goal can name. See reply to a peer's message.

Conflict and social problem solving

12. Handling teasing, grade 5

Weak: "Ivy gets into fights when kids bother her."

Strong: "Office records show 6 referrals for physical aggression from August to October, all after a peer teased her at recess or lunch. In role-plays with the counselor, Ivy used her planned response (walk away, tell a recess aide) in 5 of 6 scenarios. In real events logged by the aides, she used it in 1 of 7. Ivy needs to use her planned response when teased in unstructured settings."

What makes it strong: It contrasts practice with real use, which shows where the gap lies. Referral data and aide logs give two sources. See use a planned response when teased.

13. Solving a disagreement, grade 7

Weak: "Jasper argues and cannot compromise."

Strong: "On a 4-point problem-solving rubric (states the problem, names the other view, offers a solution, agrees on a plan), Jasper scored a median of 1 across 6 adult-observed disagreements in group projects. He states the problem clearly in every case. He has not yet named another student's view. Group partners have asked to switch out of his group twice. Jasper needs to restate a peer's view and offer a solution during a disagreement."

What makes it strong: A rubric makes a complex skill scoreable. The statement names which rubric step he already has. See restate the peer's point of view.

14. Reflecting after an incident, grade 8

Weak: "Rosalind doesn't take responsibility for her actions."

Strong: "After 5 office incidents in September and October, Rosalind completed a written reflection form with the assistant principal. She filled in 'what happened' each time but left 'what I could do next time' blank on 4 of 5 forms. When the counselor gave her a choice of three options, she picked one and explained it. Rosalind needs to complete a reflection that names a different action for next time."

What makes it strong: It counts a product the school already collects, and shows that choices help. A rubric or a count of completed sections gives the goal its measure. See complete a reflection after an upset episode.

Self-advocacy and help seeking

15. Asking for help when stuck, grade 4

Weak: "Tariq won't ask for help."

Strong: "Over 2 weeks in October, staff logged 12 times when Tariq was visibly stuck in reading or math (no writing for 3 minutes or more after starting). He asked for help 1 time. On the other 11, he erased his paper or sat until an adult came. He asks for help readily in the resource room with 4 students. Tariq needs to ask for help using his help card or a phrase within 3 minutes of getting stuck."

What makes it strong: The definition of "stuck" is precise, so opportunities can be counted. The resource room comparison shows the skill is setting-dependent. See request help when stuck.

16. Talking about own needs, grade 10

Weak: "Wynn needs to advocate for herself."

Strong: "In a structured interview in October, Wynn named 1 of the 4 accommodations in her IEP and could not describe how extended time helps her. Teacher logs show she requested an accommodation 0 times in September. She describes her strengths in art and music in detail. She has failed two chemistry tests she finished in the regular time. Wynn needs to describe her learning needs and request her accommodations when a task calls for them."

What makes it strong: It measures knowledge and use separately, and ties the gap to grades. See describe learning strengths and needs and the self-advocacy goals.

Weak phrases and better data

How to measure progress on these goals

Keep the measure the present levels used. If the baseline was minutes to restart, the progress data is minutes to restart. If it was 3 of 12 triggers, keep counting triggers. Short, repeated measures graphed over time are what make progress decisions possible.^[4]

Some practical notes for school psychologists and counselors:

• Re-run the rating scale once or twice a year, not monthly. It is too slow to change and too broad to guide weekly decisions.
• Use teacher logs for opportunity data. A simple tally card at the desk works better than a long form. A frequency count is the fastest method for teachers to keep up.
• Pair self-report with observation. A student's daily self-rating is useful data, but check it against an adult rating on the same scale.
• Count supports used. If the goal says "with a break card," record when the card was used and whether the student returned.

Before the meeting, paste each draft goal into the goal checker to catch vague words like "appropriately" or "cope." For goal wording that follows from these statements, see social-emotional IEP goals and the emotional regulation goal examples. When the concern is mostly disruption or safety, the behavior present levels examples are the better model. To describe what already works, use student strengths examples.

Frequently asked questions

Use it in IEP Atlas

• Social emotional IEP goals
• Emotional regulation goal templates
• Peer interaction goal templates
• PLAAFP in the IEP glossary
• Baseline in the IEP glossary
• Opportunity data sheet
• IEP goal checker

Related guides

• Present levels of performance (PLAAFP): what to include, with examples
• Present levels examples for behavior
• Writing student strengths as observable performance
• How to write a PLAAFP, step by step
• Present levels examples for math
• Present levels examples for writing

Sources

1. 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
2. 34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School
3. CASEL: Social and emotional learning, CASEL
4. Progress Monitoring: Data & Goal Setting, National Center on Intensive Intervention

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.