Point to where their body shows upset
When to use this goal
For young students starting to connect body sensations with emotions. Present levels in language and interoception, not age, decide fit. Uses a simple body outline or the body page of a device; words are not required.
- Baseline
- Run 5 feelings checks with the body picture and note whether the student points to any part, names a signal, or does not respond. Ask the family what words or signs the student uses for body states (hot, tired, hurt) at home.
- Tips
- Any answer about their own body is scored correct; adults do not tell the student where the feeling should be. "Nothing" or "okay" counts when the student is calm. Use the same body picture across school and home.
- Limits
- Young students may copy the adult's model instead of reporting; vary which part the adult models. The goal does not show the student can use the signal to choose a strategy (see se-er-020 for older students).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-025.
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Goal
By the annual IEP review date, during a daily feelings check with a simple body picture after a story, song, or game about emotions, the student will point to or select the body part where they notice a signal (such as tummy, hands, face, heart) and show or say the signal (such as hot, tight, fast, shaky) independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during the feelings check.
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 goal487 characters
- By the annual IEP review date, during a daily feelings check with a simple body picture after a story, song, or game about emotions, the student will point to or select the body part where they notice a signal (such as tummy, hands, face, heart) and show or say the signal (such as hot, tight, fast, shaky) independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during the feelings check.
- Timeframe
- By the annual IEP review date
- Condition
- During a daily feelings check with a simple body picture after a story, song, or game about emotions
- Behavior
- The student will point to or select the body part where they notice a signal (such as tummy, hands, face, heart) and show or say the signal (such as hot, tight, fast, shaky) independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during the feelings check
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 data collection days
- Collection schedule:
- daily during the feelings check
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a daily feelings check with a simple body picture after a story, song, or game about emotions, the student will point to or select the body part where they notice a signal (such as tummy, hands, face, heart) and show or say the signal (such as hot, tight, fast, shaky) independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during the feelings check.
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.