Use a pre-task routine before a test or presentation
When to use this goal
For students whose anxiety before tests, presentations, or performances leads to avoidance, leaving, or shutting down. Base the choice on counselor input and the student's own report. The routine is built with the student and can include breathing, a review of the plan, a coping statement, or a brief movement break.
- Baseline
- Review how the student has handled the last few tests or presentations (absent, left, shut down, completed with distress). Build the routine with the student and the counselor, then score 2 practice runs before low-stakes tasks. Collect the student's stress ratings before and after.
- Tips
- Score each step as independent, prompted, or not completed. The student may do the routine privately (in the hallway, at their desk); the observer checks the card afterward if needed. Starting the task is the final step because beginning is usually the hardest part. Pair with test accommodations; the routine does not replace them.
- Limits
- The checklist measures routine use, not anxiety level or task performance. Stressful tasks are scheduled by the class, so data are intermittent; practice runs fill in. Students with significant anxiety may need counseling services; the routine is a support, not treatment.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-011.
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Goal
By the annual IEP review date, before a test, quiz, presentation, or performance identified in their plan, the student will complete the steps of their pre-task routine with no adult reminder, performing at least 4 of 5 steps independently, across 3 consecutive stressful tasks, as measured by a task-analysis checklist collected before each identified task, with practice runs weekly.
Baseline: 1 of 5 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 1 of 5 steps independently.
- Annual goal385 characters
- By the annual IEP review date, before a test, quiz, presentation, or performance identified in their plan, the student will complete the steps of their pre-task routine with no adult reminder, performing at least 4 of 5 steps independently, across 3 consecutive stressful tasks, as measured by a task-analysis checklist collected before each identified task, with practice runs weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Before a test, quiz, presentation, or performance identified in their plan
- Behavior
- The student will complete the steps of their pre-task routine with no adult reminder
- Criteria
- Performing at least 4 of 5 steps independently, across 3 consecutive stressful tasks
- Evaluation method
- A task-analysis checklist
- Schedule
- Before each identified task, with practice runs weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 4 of 5 steps independently
- Mastery rule:
- across 3 consecutive stressful tasks
- Collection schedule:
- before each identified task, with practice runs weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, before a test, quiz, presentation, or performance identified in their plan, the student will complete the steps of their pre-task routine with no adult reminder, performing at least 4 of 5 steps independently, across 3 consecutive stressful tasks, as measured by a task-analysis checklist collected before each identified task, with practice runs weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Rates their stress level on their scale before starting | ||||||||
| 2. Uses a chosen calming action for at least 1 minute (breathing, stretching, grounding) | ||||||||
| 3. Reviews their plan for the task (first step, what to do if stuck) | ||||||||
| 4. Says or reads a coping statement from their card | ||||||||
| 5. Begins the task within 2 minutes of its start | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 4 of 5).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.