Tell an adult what upset them and what helped
When to use this goal
For younger students who are not ready for a written reflection but can share a little after an upset. Present levels and communication mode decide fit, not grade. Drawing, picture cards, a device, or words in any language all count.
- Baseline
- After 3 to 5 upsets, ask the student what happened and what helped, and record whether they named a cause, a helper, both, or neither. Wait until the student is fully settled; asking too soon gives poor data and can restart the upset.
- Tips
- Score correct when the student gives both parts in any form. Accept their version of what happened; this is not an investigation. Use what they say to update their plan, and tell them when you do, so sharing leads to change.
- Limits
- Some students cannot recall the cause; "I don't know" is honest and should not be pushed. For older students, a structured reflection (se-er-016) fits better.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-032.
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Goal
By the annual IEP review date, during a short check-in with an adult after they have returned to the activity following an upset, the student will tell or show the adult one thing that upset them and one thing that helped them settle by saying, drawing, pointing to pictures, or using their device independently in at least 3 of 4 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected after each upset, summarized weekly.
Baseline: 1 of 4 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 4 opportunities.
- Annual goal467 characters
- By the annual IEP review date, during a short check-in with an adult after they have returned to the activity following an upset, the student will tell or show the adult one thing that upset them and one thing that helped them settle by saying, drawing, pointing to pictures, or using their device independently in at least 3 of 4 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected after each upset, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a short check-in with an adult after they have returned to the activity following an upset
- Behavior
- The student will tell or show the adult one thing that upset them and one thing that helped them settle by saying, drawing, pointing to pictures, or using their device independently
- Criteria
- In at least 3 of 4 opportunities, across 3 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- After each upset, summarized weekly
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 3 of 4 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- after each upset, summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a short check-in with an adult after they have returned to the activity following an upset, the student will tell or show the adult one thing that upset them and one thing that helped them settle by saying, drawing, pointing to pictures, or using their device independently in at least 3 of 4 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected after each upset, summarized weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.