Report their current emotion and intensity on a visual scale
Live goal preview
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.
Baseline: 2 of 5 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Opportunities is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Opportunity (trial) recording can produce opportunities data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Emotional Regulation.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- For students building vocabulary to name their emotional states so they and adults can plan supports. Present levels, communication mode, and the student's current emotional vocabulary, not grade, decide fit. Use the scale the student's team already uses.
- Baseline considerations
- For several days, record responses at 5 scheduled check-ins: identifies an emotion and level, identifies only one of the two, or no response. Families can share the words or signs the student uses at home for different states.
- Usage notes
- Score correct when the student gives an emotion and an intensity level in any mode. Do not score whether the adult agrees with the report; the student is the authority on their own state, and outward expression varies from person to person. Respond to reports with support, not correction.
- Known limitations
- This measures self-report, not accuracy, because emotional states can't be observed directly. Check-ins are planned opportunities and may not show whether the student uses the scale spontaneously. Students with alexithymia or limited emotion vocabulary may need a simpler scale (e.g., energy level only).
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
se-er-003.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Opportunity tracker. Your goal counts opportunities, so the sheet has one box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- daily at 5 scheduled check-ins
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: 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.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.