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Social Emotional

Peer Interactions

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In order to increase positive interactions with peers and increase his understanding of how his actions affect others, Student will verbalize how his negative reactions affects others and by stating positive alternatives to his behavior 50% of the time he has emotional outbursts as measured by staff and student reports. 

In order to increase her confidence to choose partners in classes, Student will initiate an interaction with a peer such as a conversation, game, or project for at least 10 minutes in a structured social setting 3 of 5 trials as measured by teacher collected observation data.

In order to increase her confidence to choose partners in classes Student will identify 2 peers per class she would like to get to know and initiate a greeting with adult support as measured by teacher collected observation data.

Student will initiate social conversation or interaction with peers across various settings at least 3 times per week as measured by teacher observation.

Student will increase her age appropriate social skills in a small academic group setting by asking a peer a question related to the topic 3 of 5 days a week as measured by teacher collected observation data.

Emotional Outbursts

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Student will continue to decrease his emotional outbursts by utilizing proactive strategies to calm himself down as measured by no more than 1 emotional outburst per month each quarter from staff reporting.

Coping Strategies

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Given a structured setting, Student will accurately identify feelings and appropriate coping strategies with an adult when presented with real or imagined situations with 80% accuracy 2 of 3 trials as measured by special education or counselor collected data.

Student will be able to talk about school routines and schedules with an adult without becoming anxious 75% of the time as measured by educator and/or parent report.

Student will continue to demonstrate an increase in his coping skills and positive connections to adults and peers by admitting mistakes or taking responsibility for his actions at least 75% of the time as measured by staff and student reports

Discipline Referrals

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In order to increase his ability to advocate for his needs using appropriate verbal communication and decrease disruptive behaviors, Student will request help, a break, or a meeting with an adult to reduce the number of discipline referrals to an average of 1 per month each quarter (50% decrease) as measured by special education collected data, student report and teacher reports.

Given the use of positive behavior supports and clear expectations, Student will have no major office referrals and no more than an average of one referral per month as measured by teacher collected data.

Inappropriate Behavior

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Given a non-verbal cue from the adult in classrooms, Student will reduce inappropriate behaviors (picking at nose or feet, shaking hair) from 75% of the time to 25% of the time or less with no more than 2 prompts as measured by teacher observation data.

In all school settings when ______ is experiencing a high level of anxiety, and given a menu of anxiety-reducing strategies, they will independently select 1 strategy they will implement 3 of 5 times as measured by teacher observation, data collection, and student reflection.

In all school settings, _______ will independently write down all assignments in a centralized location and identify/highlight the assignment that they need the most help with that week, for four consecutive weeks as measured by staff observation, data collection, and assignment sheet samples.    

When given scenarios of social conflicts or problems, ________ will demonstrate problem-solving skills by identifying the problem and generating two solutions appropriate to the situation in 4/5 trials, as measured by data collection.

Given a weekly reflection, _________will identify a challenge and a positive action they took to make progress in the identified challenge as measured by weekly reflection data and staff observation.

Given a real and hypothetical social situation, _____ will identify the feelings of another person and generate two possible reasons for their perspective in 2 weekly scenarios for 3 consecutive weeks as measured by weekly reflection data and staff observation.

______will repair communication breakdowns as they occur by utilizing intelligibility strategies (i.e., restate message, appropriate volume, and slower rate of speech) in 4/5 opportunities as measured by staff observation and data collection

Given an absence, anticipated or past, ________ will send an email to his teachers and the school secretary to explain his absence and inquire about what was missed in 80% of given opportunities over 1 quarter as measured by email and attendance record.

Given a small group activity, ________ will track whose turn it is and then take a turn of her own for a full group rotation in 5 of 6 small groups as measured by staff observation and data collection.

Given a real or hypothetical encounter with another person, _______ will identify if that person is a friend or stranger, and greet them appropriately (maintaining personal space, using greeting words) in 4/5 opportunities

______ will manage conflicts on a daily basis by identifying situations that may lead to conflict (hurtful teasing, name-calling) with _____ frequency independent of teacher support as measured by _______ (teacher observation, checklists, anecdotal records, behavior checklists, self-evaluation, etc)

______ will manage conflicts on a daily basis by naming types of behavior that are acceptable/unacceptable with _____ frequency independent of teacher support as measured by _______ (teacher observation, checklists, anecdotal records, behavior checklists, self-evaluation, etc)

______ will manage conflicts on a daily basis by (insert skill from below here) with _____ frequency independent of teacher support as measured by _______ (teacher observation, checklists, anecdotal records, behavior checklists, self-evaluation, etc)

____________ will engage in appropriate group activity (play, academics, classroom discussion, etc.) with __________ frequency as measured by ______________.

In all classes, ______ will independently remain on task and focused during instruction, needing no more than one prompt to complete a task 80% of the time for four consecutive weeks as measured by teacher records.

In all classroom settings, _______ will demonstrate on-task behavior 90% of the time each week as measured by teacher-collected observational data.

_______ will display productive school behavior by attending class on time and participating in group activities daily with 90% accuracy as recorded by his behavior plan.

By the end of this IEP term, _____will engage in reciprocal, positive conversation (e.g. asking questions, making connections, building on each other's comments) with a peer about a peer's choice in the topic for at least 3 exchanges for 3 consecutive data collection days, as measured by staff observation and data collection.

In all classroom settings, ______ will demonstrate respectful behavior (kind words and actions) towards staff and students 90% of the time each week as measured by teacher-collected observational data.

________ will demonstrate appropriate behavior in all education settings by respecting classroom rules and expectations in all settings with 90% accuracy in 9/10 trials.

________will ask for help in all classes, when they are unsure of what to do, for four consecutive weeks as measured by teacher-reported observation and student report.

In a special education setting, when _____ needs help on an assignment they will increase their rate of seeking adult support to 75% or 3 of 4 times as measured by student reflection and staff collected data.

In all school settings when ______ is experiencing a high level of anxiety, and given a menu of anxiety-reducing strategies, they will independently select 1 strategy they will implement 3 of 5 times they are upset as measured by teacher observation, data collection, and student reflection.

Throughout the IEP period, ________ will reduce anxiety and resulting avoidance behaviors by engaging in learned stress reduction techniques such as controlled breathing, self-talk, and journaling before requesting to leave the classroom 80% of presented opportunities as determined by teacher-collected data and student reflection.

In all school settings when given a visual chart of feelings, ____ will identify their feelings in 3 out of 5 opportunities they are presented with the chart as measured by staff observation and recorded data.

_________ will identify and manage her feelings by expressing emotions appropriate to given situations and maintain the appropriate behavior even when frustrated in 8/10 trials.

In all school settings when ______ is experiencing a high level of anxiety, they will advocate (verbally or non-verbally) to seek out a trusted adult 3 of 5 times she is upset as measured by teacher observation.

By the end of this IEP term, when working with a staff member, ______ will notice and verbally acknowledge his attention shifting away from the task at hand and independently redirect to the assignment in 80% of presented opportunities over 3 consecutive data collection days as measured by staff observation and data collection.

In order to help ______ become more aware of his thoughts and feelings across all school settings, when ______ is not working on a task in class, they will recognize, name, and categorize their thoughts when asked by special education staff three out of five times as measured by student report.

In all academic settings, ______ will keep her head up during instruction at least 70% of the time 4 of 5 school days per week as measured by teacher observation reports.

In all academic settings, when given a visual menu of replacement strategies in place of head down, sleeping, or leaving class ______ will independently utilize replacement strategies in the classroom instead of engaging in avoidant behaviors 70% of the time in 3 of 5 days per week as measured by teacher collected observation data.

_______will reduce class avoidance behaviors by reducing the number of requests to leave the classroom and reducing requests for adult sympathy or assistance in 9/10 trials.

Throughout the IEP period, ________ will reduce anxiety and resulting avoidance behaviors by engaging in learned stress reduction techniques such as controlled breathing, self-talk, and journaling before requesting to leave the classroom in 9/10 trials as determined by teacher-collected data.

In the special education resource setting, _____ will prioritize what assignments he needs to complete 90% of the time for four consecutive weeks as measured by case manager records.

In all school settings, _______ will independently write down all assignments in their agenda for four consecutive weeks as measured by case manager records.

________ will create and maintain an organizational system as measured by sharing his current system in 4 out of 5 checks per quarter and recorded in teacher records.

_______ will remain on task and work independently by independently beginning a task and asking for help as needed with 90% accuracy in 20/21 trials.

________ will demonstrate time-on-task behavior by working independently on assigned tasks without the physical presence of an adult in 20/21 trials.

_______ will follow verbal directions when asked to begin an assigned task, request clarification when needed, implement directions, and complete the assigned task as directed by staff in 20/21 trials.

_______ will follow verbal directions and complete requested tasks, assignments, etc., in a timely manner and with cooperation given by a teacher or staff or other adults with ______ frequency as measured by _______

______ will comply with requests of peers placed in positions of authority (e.g., class monitors, school safety, hall monitors) with ______ frequency as measured by _______