Special educator Social-Emotional & Communication IEP 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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See all 50 self-advocacy goals

• K-2, 3-5, 6-8Opportunities

  Request help when stuck during independent work

  Requesting help when stuck during independent work

  By the annual IEP review date, when they are unable to continue an independent work task, the student will request help from an adult by raising a hand, placing a help card on the desk, or saying or signing "help" independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week during independent work.

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• 3-5, 6-8, 9-12Opportunities

  Make a specific help request that names the problem

  Making specific help requests

  By the annual IEP review date, when they request help during independent or small-group work, the student will make a specific help request that names the step or part of the task they are stuck on and what they have tried independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.

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See all 35 requesting help goals

• 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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• PK, K-2, 3-5, 6-8Opportunities

  Respond to peers' greetings, questions, and invitations

  Responding to peer initiations

  By the annual IEP review date, when a peer greets them, asks a question, or invites them to play during unstructured times, the student will respond to the peer with a related word, sign, gesture, device message, or action (such as waving back, answering, joining the activity) independently in at least 4 of 5 opportunities, across 3 consecutive observed sessions, as measured by direct observation collected twice weekly.

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See all 55 peer interaction goals

• PK, K-2, 3-5Opportunities

  Request preferred items or activities with two-symbol messages

  Requesting with multi-symbol messages in classroom routines (AAC)

  By the annual IEP review date, with access to their communication device during snack, play, and choice routines, the student will request a preferred item or activity by combining two symbols (such as "want bubbles," "more music," "go swing") independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week.

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• K-2, 3-5, 6-8Opportunities

  Request a break using a communicative response

  Requesting a break (functional communication replacement)

  By the annual IEP review date, when presented with a demanding or non-preferred task, the student will request a break by handing a break card, selecting BREAK on their communication device, signing, or saying "break, please" independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during the activities identified in the FBA.

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See all 45 functional communication 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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• K-2, 3-5, 6-8Latency

  Return to the class activity after a regulation break

  Returning to activity after a break

  By the annual IEP review date, after a timed break in the designated break area ends, the student will return to the class activity and begin the next step of the assigned task independently within 2 minutes, on 4 of 5 consecutive breaks, as measured by latency recording collected daily.

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See all 70 emotional regulation goals

• 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

• PKDuration

  Play with a toy the way it is designed for several minutes

  Functional play with toys

  By the annual IEP review date, during free play with a set of 3 familiar toys that have a clear action (such as a car, a shape sorter, a toy phone), the student will play with a toy using its designed action (such as rolling the car, putting shapes in the sorter, holding the phone to an ear) independently for at least 5 minutes, across 3 consecutive data collection days, as measured by duration recording collected three times per week during free play.

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• PK, K-2Duration

  Play next to peers with similar materials

  Parallel play near peers

  By the annual IEP review date, during centers when peers are playing with the same type of materials (such as blocks, playdough, cars), the student will play within arm's reach of a peer using similar materials independently for at least 6 minutes, across 3 consecutive data collection days, as measured by duration recording collected three times per week during centers.

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See all 40 play & social participation 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