Peer interaction, emotional regulation, conflict resolution and self-advocacy, written so the criterion is observable rather than a judgement of how a student felt.
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Annual goal
By the annual review date, when [Student] shows signs of a strong feeling, they will name the feeling using a word or a visual scale in 4 of 5 observed opportunities, as measured by staff observation records with an emotion scale.
Benchmarks
By the annual review date, when [Student] shows signs of a strong feeling, they will name the feeling using a word or a visual scale in 2 of 5 observed opportunities, as measured by staff observation records with an emotion scale.
By the annual review date, when [Student] shows signs of a strong feeling, they will name the feeling using a word or a visual scale in 3 of 5 observed opportunities, as measured by staff observation records with an emotion scale.
The distance between the present level and the target is too small to divide into three distinct benchmarks. That is usually a sign the target is modest rather than a problem with the goal.
Replace [Student] and any remaining bracket in your own document. The IEP team writes the goal from this student's present levels; this is a starting draft, not an IEP.
Each shown at an example present level and target.
By the annual review date, when [Student] shows signs of a strong feeling, they will name the feeling using a word or a visual scale in 4 of 5 observed opportunities, as measured by staff observation records with an emotion scale.
By the annual review date, when frustrated or anxious, [Student] will choose and use a taught coping strategy before the behaviour escalates, in 4 of 5 opportunities, as measured by a strategy-use log kept by staff.
By the annual review date, during unstructured time, [Student] will start a conversation with a peer using a greeting and a question in 4 of 5 observed opportunities, as measured by observation records kept during unstructured time.
By the annual review date, in conversation with a peer, [Student] will stay on the peer’s topic for 6 conversational turns before changing the subject, as measured by turn-taking counts recorded during structured social time.
By the annual review date, during recess or free choice, [Student] will join a peer activity by asking to play or taking an available role, in 4 of 5 opportunities, as measured by supervision staff observation records.
By the annual review date, during a structured game or activity, [Student] will wait for their turn without interrupting in 8 of 10 opportunities, as measured by a turn-taking tally kept during activities.
By the annual review date, when [Student] disagrees with a peer, they will state their view and offer or accept a compromise without raising their voice, in 4 of 5 observed conflicts, as measured by a conflict log kept by staff.
By the annual review date, when a peer offers a correction during group work, [Student] will acknowledge it and respond without withdrawing or arguing, in 4 of 5 opportunities, as measured by group work observation records.
By the annual review date, when shown a photograph or video of a social situation, [Student] will state what the person is feeling and what cue shows it, with 85% accuracy, as measured by weekly social scenario probes scored with a key.
By the annual review date, when [Student] needs help or an accommodation, they will ask the adult directly and say what they need, in 4 of 5 opportunities, as measured by case manager check-in records.
By the annual review date, during a check-in after a difficult moment, [Student] will name what set it off and one thing that would help next time, in 4 of 5 check-ins, as measured by structured check-in records kept by staff.
By the annual review date, when asked at set times of day, [Student] will rate their current state on the agreed scale, matching the adult’s rating with 85% agreement, as measured by paired student and staff rating records.
By the annual review date, during group work, [Student] will carry out their assigned role and report what they contributed, in 4 of 5 group tasks, as measured by group task checklists collected by the teacher.
By the annual review date, when greeted by a familiar adult or peer, [Student] will return the greeting with words or their communication system in 8 of 10 opportunities, as measured by a daily greeting tally kept by staff.
By the annual review date, during class and unstructured time, [Student] will keep an arm’s length from peers unless invited closer, in 8 of 10 observed periods, as measured by observation records kept by classroom staff.
By the annual review date, when [Student] loses a game or gets an answer wrong, they will continue the activity without leaving or escalating in 4 of 5 opportunities, as measured by observation records kept during games and instruction.
By the annual review date, when given a described social situation, [Student] will state how the other person probably saw it and one thing that would change it, with 80% accuracy against a scoring guide, as measured by weekly scenario tasks scored against a guide.
By the annual review date, after a setback in class, [Student] will state one accurate positive thing about their work or effort instead of a global negative statement, in 4 of 5 observed opportunities, as measured by observation records kept by staff.
By the annual review date, at the start of a group activity, [Student] will greet the group and take their place with no adult prompting, as measured by a prompting-level data sheet kept during group activities.
By the annual review date, during lunch or advisory, [Student] will remain engaged with a peer group for 20 minutes without leaving the setting, as measured by a duration record kept by supervising staff.
By the annual review date, when stuck during group or partner work, [Student] will ask a peer rather than an adult in 4 of 5 opportunities, as measured by observation records during partner work.
By the annual review date, during structured group lessons, [Student] will follow the posted group expectations at 85% of interval checks, as measured by interval recording during group lessons.
By the annual review date, when the daily schedule changes, [Student] will look at the updated schedule and state what happens next without protest in 4 of 5 opportunities, as measured by schedule-change records kept by staff.
Sources
Every figure on this page comes from one of the documents below, with the date it was read. Requirements change; if a source has moved on since that date, the source is right and this page is out of date.