Build a personal plan for frustrating work
When to use this goal
For students who are ready to own their coping plan for hard work rather than follow an adult's. Present levels in writing or speaking decide fit, not grade. The plan can be written, typed, drawn, or recorded.
- Baseline
- Ask the student to complete the template once with no help and score it. Look at which rows are empty or vague; teach those rows first. Gather teacher reports of hard tasks to check whether the plan matches what staff see.
- Tips
- A 2 on a row means the item is specific to the student and usable; a 1 means it is general ("calm down"); 0 means missing. Share the finished plan with teachers so they honor the strategies. Revisit it after hard weeks.
- Limits
- A strong plan is not the same as using it during work; pair with se-er-028 or se-er-040 to measure use. Students with limited written language should record or draw the plan rather than be scored on writing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-035.
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Goal
By the annual IEP review date, during two counseling or resource sessions per month, using a blank frustration plan template, the student will complete a frustration plan with four parts: the kinds of work that are hard for them, their warning signs, two strategies they will use, and the people they can ask using only the blank template, earning a score of at least 7 out of 8 on a 4-row frustration plan rubric scored 0 to 2 per row, on 3 of 4 consecutive plans or plan updates, as measured by a defined scoring rubric collected twice monthly in sessions.
Baseline: 3 out of 8 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 3 out of 8 rubric points.
- Annual goal558 characters
- By the annual IEP review date, during two counseling or resource sessions per month, using a blank frustration plan template, the student will complete a frustration plan with four parts: the kinds of work that are hard for them, their warning signs, two strategies they will use, and the people they can ask using only the blank template, earning a score of at least 7 out of 8 on a 4-row frustration plan rubric scored 0 to 2 per row, on 3 of 4 consecutive plans or plan updates, as measured by a defined scoring rubric collected twice monthly in sessions.
- Timeframe
- By the annual IEP review date
- Condition
- During two counseling or resource sessions per month, using a blank frustration plan template
- Behavior
- The student will complete a frustration plan with four parts: the kinds of work that are hard for them, their warning signs, two strategies they will use, and the people they can ask using only the blank template
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row frustration plan rubric scored 0 to 2 per row, on 3 of 4 consecutive plans or plan updates
- Evaluation method
- A defined scoring rubric
- Schedule
- Twice monthly in sessions
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 7 out of 8 on a 4-row frustration plan rubric scored 0 to 2 per row
- Mastery rule:
- on 3 of 4 consecutive plans or plan updates
- Collection schedule:
- twice monthly in sessions
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during two counseling or resource sessions per month, using a blank frustration plan template, the student will complete a frustration plan with four parts: the kinds of work that are hard for them, their warning signs, two strategies they will use, and the people they can ask using only the blank template, earning a score of at least 7 out of 8 on a 4-row frustration plan rubric scored 0 to 2 per row, on 3 of 4 consecutive plans or plan updates, as measured by a defined scoring rubric collected twice monthly in sessions.
| Date | Task / sample | Names specific hard tasks (such as long division, writing a first sentence) | Names their own warning signs | Lists two strategies they will actually use, in their words | Names who to ask and how (words, card, message) | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row frustration plan rubric scored 0 to 2 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.