Complete a reflection after an upset episode
When to use this goal
For students who, after an upset episode, cannot say what set it off or what they could do next time, so the same episode repeats. Base the choice on the student's language skills. Reflections can be spoken, written, drawn, or completed on a device, and only after the student is calm.
- Baseline
- Score the next 2 or 3 debriefs on the rubric. Add 2 scenario probes to see whether the student can reflect on someone else's episode when their own feelings are not involved. Note how long after an episode the student can engage in a debrief.
- Tips
- Score each row 0 (absent), 1 (vague), or 2 (specific). Debriefs are never done during or right after the episode; wait until the student is back to baseline, which may be the next day. The reflection is for learning, not for assigning blame; adults should accept the student's account of the trigger. Use the same think-sheet each time.
- Limits
- Rubric scores depend on expressive language; use picture choices and the SLP's input where needed. Reflection shows understanding after the fact, not prevention; pair with se-er-001 or se-er-004 for in-the-moment skills. Episodes are irregular, so scenario probes keep data flowing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-016.
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Goal
By the annual IEP review date, after an upset episode, once they have returned to their usual state, during a debrief with an adult, the student will complete a reflection that names the trigger, what they did, and what they could do next time independently, earning a score of at least 6 out of 8 on a 4-row reflection rubric scored 0 to 2 per row, on 3 of 4 consecutive scored reflections, as measured by a defined scoring rubric collected after each episode, with scenario probes every two weeks.
Baseline: 2 out of 8 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 2 out of 8 rubric points.
- Annual goal499 characters
- By the annual IEP review date, after an upset episode, once they have returned to their usual state, during a debrief with an adult, the student will complete a reflection that names the trigger, what they did, and what they could do next time independently, earning a score of at least 6 out of 8 on a 4-row reflection rubric scored 0 to 2 per row, on 3 of 4 consecutive scored reflections, as measured by a defined scoring rubric collected after each episode, with scenario probes every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- After an upset episode, once they have returned to their usual state, during a debrief with an adult
- Behavior
- The student will complete a reflection that names the trigger, what they did, and what they could do next time independently
- Criteria
- Earning a score of at least 6 out of 8 on a 4-row reflection rubric scored 0 to 2 per row, on 3 of 4 consecutive scored reflections
- Evaluation method
- A defined scoring rubric
- Schedule
- After each episode, with scenario probes every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 6 out of 8 on a 4-row reflection rubric scored 0 to 2 per row
- Mastery rule:
- on 3 of 4 consecutive scored reflections
- Collection schedule:
- after each episode, with scenario probes every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after an upset episode, once they have returned to their usual state, during a debrief with an adult, the student will complete a reflection that names the trigger, what they did, and what they could do next time independently, earning a score of at least 6 out of 8 on a 4-row reflection rubric scored 0 to 2 per row, on 3 of 4 consecutive scored reflections, as measured by a defined scoring rubric collected after each episode, with scenario probes every two weeks.
| Date | Task / sample | Names the trigger in specific terms | Describes what they did during the episode | Names one strategy they could use next time | Identifies one person or support that could help next time | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row reflection rubric scored 0 to 2 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.