School psychologist Social-Emotional & Communication IEP goals

• PK, K-2Percent accuracy

  Name basic emotions in photos of people

  Naming basic emotions in others

  By the annual IEP review date, given 10 photos of children in everyday situations showing happy, sad, mad, or scared, and a choice board of 4 emotion symbols, the student will name or point to the emotion that fits the person in each photo independently with at least 80% accuracy on emotion photos, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.

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• PK, K-2Opportunities

  Notice when a classmate is sad or hurt

  Noticing a peer who is upset

  By the annual IEP review date, during free play, centers, or the playground, when a nearby peer cries, falls, or shows they are upset, the student will respond to the upset peer by going over, asking "Okay?", bringing a comfort item, or telling an adult independently in at least 3 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected 3 times per week.

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See all 40 social awareness & perspective taking goals

• K-2, 3-5, 6-8, 9-12Latency

  Begin a chosen regulation strategy soon after a known trigger

  Starting a chosen regulation strategy after a trigger

  By the annual IEP review date, after a known trigger occurs (such as an unexpected loud noise, a difficult task, a correction), as identified in the student's regulation plan, the student will begin using To choose for the student: the strategy from their personal regulation menu (such as deep breathing, a squeeze ball, headphones, a movement break, the break area) independently within 60 seconds, on 4 of 5 consecutive observed opportunities, as measured by latency recording collected daily during the settings where triggers most often occur.

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• PK, K-2, 3-5Opportunities

  Report their current emotion and intensity on a visual scale

  Identifying and reporting emotional state

  By the annual IEP review date, at scheduled check-ins during the school day using a visual emotion and intensity scale, the student will identify their current emotion and intensity level by pointing to, naming, signing, or selecting it on the visual scale independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily at 5 scheduled check-ins.

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• 3-5, 6-8, 9-12Opportunities

  Use a named problem-solving sequence when a disagreement occurs

  Using a problem-solving sequence during disagreements

  By the annual IEP review date, when a disagreement with a peer occurs during unstructured times, the student will use the steps of their taught problem-solving sequence (stop, say the problem, suggest a solution, agree or get an adult) independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, supplemented by staff incident notes.

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• 3-5, 6-8, 9-12Opportunities

  State the problem using an I-message

  Stating the problem with an I-message

  By the annual IEP review date, when a peer does something the student objects to (such as takes their materials, cuts in line, interrupts), the student will state the problem using an I-message that names the situation and what they want (such as "I don't like it when you take my pencil. Please ask first.") independently in at least 4 of 5 opportunities, across 3 consecutive weekly data collection sessions, as measured by opportunity-by-opportunity data collected weekly through role-play probes and observed conflicts.

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See all 40 conflict resolution goals

• 3-5, 6-8Percent accuracy

  Sort public and private places

  Public and private places

  By the annual IEP review date, given 12 photos of everyday places at school, home, and in the community, and a two-column board labeled public and private, the student will sort each place as public or private and say one reason independently with at least 90% accuracy on place photos, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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• 3-5, 6-8Percent accuracy

  Tell a safe secret from an unsafe secret

  Safe and unsafe secrets

  By the annual IEP review date, given 10 short scenarios read aloud about secrets and surprises (such as a birthday surprise, or an older student saying not to tell an adult about a touch), the student will say whether each secret is safe to keep or should be told to a trusted adult, and give a reason independently with 100% accuracy on secret and surprise scenarios, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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See all 30 relationships, boundaries & personal safety goals

• 3-5, 6-8, 9-12Opportunities

  Request a listed accommodation when a task calls for it

  Requesting IEP accommodations in the moment

  By the annual IEP review date, when given a classroom task or assessment for which one of their IEP accommodations applies, the student will request the accommodation by naming it to the teacher (spoken, written, signed, or shown on an accommodation card) independently in at least 4 of 5 opportunities, across 3 consecutive weekly data collection sessions, as measured by opportunity-by-opportunity data collected weekly across at least two class periods.

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• 3-5, 6-8, 9-12Rubric score

  Describe own learning strengths, needs, and helpful supports

  Describing own strengths, needs, and supports

  By the annual IEP review date, when asked by an adult to describe themselves as a learner during a scheduled self-advocacy interview, the student will describe their learning strengths, needs, and helpful supports independently, earning a score of at least 6 out of 8 on a 4-row self-advocacy statement rubric scored 0–2 per row, on 3 of 4 consecutive monthly probes, as measured by a defined scoring rubric collected monthly.

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• PK, K-2, 3-5Frequency

  Initiate interactions with peers during recess

  Initiating interactions with peers

  By the annual IEP review date, during a 20-minute recess period, the student will initiate an interaction with a peer (such as greeting, inviting to play, commenting, showing or offering an item) using speech, sign, AAC, or gesture independently at least 3 times per 20-minute recess period, across 3 consecutive observed recess periods, as measured by frequency recording collected twice weekly.

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• K-2, 3-5Task-analysis steps

  Join a group activity already in progress

  Joining an ongoing group activity

  By the annual IEP review date, when they choose to join a group of peers already playing during recess or free choice, the student will join the group using a joining-in routine with no adult reminder beforehand, performing at least 4 of 5 steps independently, across 3 consecutive observed opportunities, as measured by a task-analysis checklist collected twice weekly.

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See all 55 peer interaction goals

• K-2, 3-5Latency

  Choose and start a recess activity within a few minutes

  Choosing an activity at recess

  By the annual IEP review date, at the start of a 20-minute recess period, the student will choose a recess activity and begin it (such as join a game, go to equipment, start a solo activity from their list) independently within 3 minutes, on 4 of 5 consecutive recess periods, as measured by latency recording collected daily at recess.

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• K-2, 3-5Duration

  Play a playground game with peers for several minutes

  Participating in playground games

  By the annual IEP review date, during recess when peers are playing a game with simple rules (tag, four square, kickball, a chasing game), the student will participate in the game with peers by taking turns, running, or playing their position independently for at least 8 minutes, across 3 consecutive observed recess periods, as measured by duration recording collected twice weekly at recess.

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• 9-12Opportunities

  Attend a help session when a grade or assignment is at risk

  Using school help resources

  By the annual IEP review date, when their grade in a class drops below the threshold agreed with their case manager, or an assignment is more than one week late, the student will attend a help session (office hours, tutoring, resource period, or review session) and ask the staff member about the specific class or assignment independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly during grade reviews, confirmed with sign-in sheets or staff.

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• 3-5, 6-8, 9-12Opportunities

  Accept offered help or decline it with a reason

  Accepting or declining offered help

  By the annual IEP review date, when an adult or peer offers help during class work, the student will respond to the offer by accepting it (such as "Yes, can you show me the first one?") or declining with a reason (such as "No thanks, I want to try it myself first") independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.

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See all 35 requesting help goals