Mark body signals on a body map after an upset
When to use this goal
For early elementary students who can name emotions but do not yet notice the body changes that come before a big reaction. Present levels and language decide fit, not grade. Students may draw, point, use stickers, or use a device body page.
- Baseline
- During 3 to 5 debriefs or lessons, record whether the student names any body signal, only names the emotion, or says "I don't know." Keep the body maps; they become the student's personal signal list later.
- Tips
- Score correct when the student marks a place and names a signal for their own experience. Collect the maps over time and look for patterns with the student; those patterns become the early warning list for se-er-020 or se-er-033. Accept any signal, including ones adults would not expect.
- Limits
- Remembering signals after the fact is easier than noticing them in the moment. Some students have reduced body awareness; build the list from what others can see too (red face, loud voice).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-026.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a calm debrief with an adult within the same day as an upset, using a body map worksheet or device page, the student will mark at least one place on the body map and name the signal they noticed there (such as hot face, tight fists, fast heart, tummy ache) by saying, writing, signing, or selecting it independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by opportunity-by-opportunity data collected after each debrief and weekly lesson.
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 goal510 characters
- By the annual IEP review date, during a calm debrief with an adult within the same day as an upset, using a body map worksheet or device page, the student will mark at least one place on the body map and name the signal they noticed there (such as hot face, tight fists, fast heart, tummy ache) by saying, writing, signing, or selecting it independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by opportunity-by-opportunity data collected after each debrief and weekly lesson.
- Timeframe
- By the annual IEP review date
- Condition
- During a calm debrief with an adult within the same day as an upset, using a body map worksheet or device page
- Behavior
- The student will mark at least one place on the body map and name the signal they noticed there (such as hot face, tight fists, fast heart, tummy ache) by saying, writing, signing, or selecting it independently
- Criteria
- In at least 4 of 5 opportunities, across 4 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- After each debrief and weekly lesson
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 4 consecutive weeks
- Collection schedule:
- after each debrief and weekly lesson
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a calm debrief with an adult within the same day as an upset, using a body map worksheet or device page, the student will mark at least one place on the body map and name the signal they noticed there (such as hot face, tight fists, fast heart, tummy ache) by saying, writing, signing, or selecting it independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by opportunity-by-opportunity data collected after each debrief and weekly lesson.
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.