Use the calm-down plan and resume the activity after getting upset
When to use this goal
For students whose upset episodes last a long time and who lose instruction while recovering. Base the choice on timed episode data. The measure is the time from the start of the episode to resuming the activity, so adults' responses matter as much as the student's plan.
- Baseline
- For two weeks, time each episode from the first plan-defined behavior to the moment the student is back in the activity (seated with materials, playing, or following the schedule). Record what helped and what prolonged the episode (demands, peers watching, adult talk). Ask the student afterward what they wanted during the episode.
- Tips
- Timing starts at the first behavior defined in the plan and stops when the student resumes the activity for at least 1 minute. Breaks requested through the plan count as part of recovery, not as ending it; the timer stops when the student returns. Adults should reduce talk and demands during the episode. Review the trigger pattern alongside this data; shorter episodes are good, fewer triggers are better.
- Limits
- Episode length depends on adult responses, the audience, and the trigger; record all three. A decrease goal can tempt adults to rush the student; the plan should protect the student's pace. Not appropriate as the only goal when episodes include self-injury or aggression, which need a behavior plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-009.
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Goal
By the annual IEP review date, after an upset episode begins, as defined by the behaviors in their plan, the student will use their calm-down plan and resume the activity or the next scheduled activity independently within 8 minutes, on 4 of 5 consecutive episodes, as measured by duration recording collected after each episode.
Baseline: 20 minutes.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Emotional Regulation.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Social-Emotional & Communication - Emotional Regulation
- Baseline
- 20 minutes.
- Annual goal329 characters
- By the annual IEP review date, after an upset episode begins, as defined by the behaviors in their plan, the student will use their calm-down plan and resume the activity or the next scheduled activity independently within 8 minutes, on 4 of 5 consecutive episodes, as measured by duration recording collected after each episode.
- Timeframe
- By the annual IEP review date
- Condition
- After an upset episode begins, as defined by the behaviors in their plan
- Behavior
- The student will use their calm-down plan and resume the activity or the next scheduled activity independently
- Criteria
- Within 8 minutes, on 4 of 5 consecutive episodes
- Evaluation method
- Duration recording
- Schedule
- After each episode
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- within 8 minutes
- Mastery rule:
- on 4 of 5 consecutive episodes
- Collection schedule:
- after each episode
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, after an upset episode begins, as defined by the behaviors in their plan, the student will use their calm-down plan and resume the activity or the next scheduled activity independently within 8 minutes, on 4 of 5 consecutive episodes, as measured by duration recording collected after each episode.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at or below the target (8 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.