Rate stress before and after a strategy and record it
When to use this goal
For secondary students who use strategies inconsistently because they do not notice whether any of them work. Base the choice on the student's current strategy menu. The log can be paper, a phone note, or a device page.
- Baseline
- Check whether the student has a stress scale and a strategy menu; if not, build them first. For one week, ask the student to log strategy use without before-and-after ratings to see how often strategies are used. Then add ratings and see how many entries are complete.
- Tips
- Each strategy use the student reports or an adult observes is an opportunity (sample 5 per week). Score correct when the log entry has a before rating, the strategy, and an after rating. Ratings are the student's own and are not judged. At the weekly review, look at the pattern together and let the student drop strategies that never help. This is the self-monitoring piece of a regulation plan, not the whole plan.
- Limits
- Logging depends on honesty and memory; entries made hours later are less useful. Ratings may change for reasons unrelated to the strategy. Students who are overwhelmed will not log; pair with simpler in-the-moment goals (se-er-001, se-er-004) first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-019.
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Goal
By the annual IEP review date, when they use a regulation strategy during the school day, the student will rate their stress level before and after using the strategy and record both ratings and the strategy in their log independently in at least 4 of 5 opportunities, across 3 consecutive weekly reviews, as measured by opportunity-by-opportunity data collected weekly by reviewing the log with the student.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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 opportunities.
- Annual goal408 characters
- By the annual IEP review date, when they use a regulation strategy during the school day, the student will rate their stress level before and after using the strategy and record both ratings and the strategy in their log independently in at least 4 of 5 opportunities, across 3 consecutive weekly reviews, as measured by opportunity-by-opportunity data collected weekly by reviewing the log with the student.
- Timeframe
- By the annual IEP review date
- Condition
- When they use a regulation strategy during the school day
- Behavior
- The student will rate their stress level before and after using the strategy and record both ratings and the strategy in their log independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly reviews
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly by reviewing the log with the student
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. 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 weekly reviews
- Collection schedule:
- weekly by reviewing the log with the student
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when they use a regulation strategy during the school day, the student will rate their stress level before and after using the strategy and record both ratings and the strategy in their log independently in at least 4 of 5 opportunities, across 3 consecutive weekly reviews, as measured by opportunity-by-opportunity data collected weekly by reviewing the log with the student.
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. Sheets print blank; no student data is stored.