Respond with a coping step when told no or not chosen
When to use this goal
For early elementary students who have big reactions (crying, yelling, refusing the next activity) when they are told no, not picked for a job, or do not get a turn. Present levels decide fit, not grade. The student chooses their coping phrases and actions ahead of time.
- Baseline
- Log disappointments for a week: what happened, what the student did, and how long it took to move on. Note which disappointments are hardest (not being first, a no from a favorite adult). Ask the student what helps after a no and write those on the card.
- Tips
- Score correct when the student uses any card step within about a minute, even if they also cry or frown; showing disappointment is normal. Asking when they can have a turn deserves a real answer. Rotate helper jobs fairly so disappointments are not stacked on one student.
- Limits
- Disappointments vary in size, which affects responses; note the type with each opportunity. The goal does not change how often the student is told no.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-031.
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Goal
By the annual IEP review date, when they are told no to a request, are not chosen as a helper or line leader, or miss out on a turn during class or recess, the student will use a coping step from their disappointment card (such as saying "maybe next time," asking when they can have a turn, or choosing something else to do) independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily in class and weekly in role-play.
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. Direct observation 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 goal484 characters
- By the annual IEP review date, when they are told no to a request, are not chosen as a helper or line leader, or miss out on a turn during class or recess, the student will use a coping step from their disappointment card (such as saying "maybe next time," asking when they can have a turn, or choosing something else to do) independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily in class and weekly in role-play.
- Timeframe
- By the annual IEP review date
- Condition
- When they are told no to a request, are not chosen as a helper or line leader, or miss out on a turn during class or recess
- Behavior
- The student will use a coping step from their disappointment card (such as saying "maybe next time," asking when they can have a turn, or choosing something else to do) independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Daily in class and weekly in role-play
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 weeks
- Collection schedule:
- daily in class and weekly in role-play
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when they are told no to a request, are not chosen as a helper or line leader, or miss out on a turn during class or recess, the student will use a coping step from their disappointment card (such as saying "maybe next time," asking when they can have a turn, or choosing something else to do) independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily in class and weekly in role-play.
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.