Remain in an assembly or cafeteria using a regulation strategy
When to use this goal
For students who leave or become distressed in loud, crowded settings such as assemblies, the cafeteria, or fire drills. Base the choice on OT input on sensory needs and timed observation. The strategy (headphones, a seat near the exit, a fidget, a planned exit) is chosen with the student and OT.
- Baseline
- Time the student in 2 or 3 high-sensory events from entry until they leave or show plan-defined distress, with their current strategies. Note the noise level, seating, and what preceded leaving. Ask the student and OT which parts of the setting are hardest.
- Tips
- Timing starts at entry and stops when the student leaves or shows plan-defined distress. Using the planned exit (telling an adult and stepping out) is scored as the end of the duration but is a success in itself; record it separately. The goal is access to shared events, not endurance; the student may always use the exit. Coordinate strategies with the OT.
- Limits
- Events are infrequent and vary in intensity; data accumulate slowly. Sensory distress is real and not a behavior to extinguish; the strategies and the exit must be available every time. Not appropriate if the setting is genuinely harmful for the student; alternatives are legitimate.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-015.
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Goal
By the annual IEP review date, during an assembly, pep rally, or performance, the student will remain in the setting using Blank to fill in: [strategy from their plan, e.g. headphones, a fidget, a seat near the exit] independently for at least 20 minutes, across 3 consecutive events, as measured by duration recording collected each event.
Baseline: 5 minutes.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 issue
Issue: Blanks filled in. 1 blank is still empty: [strategy from their plan]. Write in what this student will work on, such as the target sound or the strategy the team chose.
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.
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
- 5 minutes.
- Annual goal322 characters
- By the annual IEP review date, during an assembly, pep rally, or performance, the student will remain in the setting using [strategy from their plan, e.g. headphones, a fidget, a seat near the exit] independently for at least 20 minutes, across 3 consecutive events, as measured by duration recording collected each event.
- Timeframe
- By the annual IEP review date
- Condition
- During an assembly, pep rally, or performance
- Behavior
- The student will remain in the setting using [strategy from their plan, e.g. headphones, a fidget, a seat near the exit] independently
- Criteria
- For at least 20 minutes, across 3 consecutive events
- Evaluation method
- Duration recording
- Schedule
- Each event
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:
- for at least 20 minutes
- Mastery rule:
- across 3 consecutive events
- Collection schedule:
- each event
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during an assembly, pep rally, or performance, the student will remain in the setting using [strategy from their plan, e.g. headphones, a fidget, a seat near the exit] independently for at least 20 minutes, across 3 consecutive events, as measured by duration recording collected each event.
| 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 least the target (20 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.