Tell an adult about an early body signal before the upset grows
When to use this goal
For upper elementary students who can list their warning signs during calm check-ins but rarely report them in real time. Present levels decide fit, not grade. Builds on se-er-020; this goal counts reports the student starts.
- Baseline
- For two weeks, count how often the student reports a signal on their own and how often staff see a signal or an escalation without a report. Both counts matter: reports should rise while unreported escalations fall.
- Tips
- Count each report the student starts, even if the adult did not notice a signal. Respond every time with the support on the plan (a break, a check-in, a tool) so reporting pays off. Review the log with the student weekly and update the signal list.
- Limits
- The count depends on how many hard moments happen, which varies; note the day's events alongside the count. It does not measure what the student does after reporting.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-033.
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Goal
By the annual IEP review date, during the school day, with their personal signal card on their desk or in their pocket, the student will tell an adult or show their signal card when they notice an early body signal on their list (such as a hot face, a tight jaw, a racing heart) independently at least 2 times per school day, on 4 of 5 consecutive school days, as measured by frequency recording collected daily on the student's signal log.
Baseline: 0 times per school day.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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
- 0 times per school day.
- Annual goal440 characters
- By the annual IEP review date, during the school day, with their personal signal card on their desk or in their pocket, the student will tell an adult or show their signal card when they notice an early body signal on their list (such as a hot face, a tight jaw, a racing heart) independently at least 2 times per school day, on 4 of 5 consecutive school days, as measured by frequency recording collected daily on the student's signal log.
- Timeframe
- By the annual IEP review date
- Condition
- During the school day, with their personal signal card on their desk or in their pocket
- Behavior
- The student will tell an adult or show their signal card when they notice an early body signal on their list (such as a hot face, a tight jaw, a racing heart) independently
- Criteria
- At least 2 times per school day, on 4 of 5 consecutive school days
- Evaluation method
- Frequency recording
- Schedule
- Daily on the student's signal log
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 2 times per school day
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily on the student's signal log
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during the school day, with their personal signal card on their desk or in their pocket, the student will tell an adult or show their signal card when they notice an early body signal on their list (such as a hot face, a tight jaw, a racing heart) independently at least 2 times per school day, on 4 of 5 consecutive school days, as measured by frequency recording collected daily on the student's signal log.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per school day.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.