Rate stress and energy at the start of class and adjust
When to use this goal
For older students who already know their stress signs and want a quick, private way to check stress and energy and make a small change. Present levels decide fit, not grade. The adjustments are ones the student and teachers agreed to, such as changing seats, using headphones, or getting water.
- Baseline
- For one week, have the student rate with reminders and note how many periods they rated and whether they made an adjustment at 4 or 5. Compare low-energy and high-stress periods with the schedule to spot patterns worth sharing with the team.
- Tips
- Score each period correct when the student rates both scales and, if either is 4 or 5, makes an agreed adjustment. Keep the form private. Low energy counts as much as high stress; adjustments for low energy (standing, water, a movement break) are part of the plan.
- Limits
- Ratings are only honest when they never lead to consequences. The goal does not measure whether the adjustment worked; review that with the student weekly.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-041.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, at the start of each class period, using a planner page or a private form on their device, the student will rate their stress and their energy on two 1-to-5 scales and make the adjustment listed for a 4 or 5 (such as moving to a quieter seat, putting on headphones, asking for a quick check-in) independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected daily from the rating form, reviewed weekly with the case manager.
Baseline: 2 of 6 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
- 2 of 6 opportunities.
- Annual goal525 characters
- By the annual IEP review date, at the start of each class period, using a planner page or a private form on their device, the student will rate their stress and their energy on two 1-to-5 scales and make the adjustment listed for a 4 or 5 (such as moving to a quieter seat, putting on headphones, asking for a quick check-in) independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected daily from the rating form, reviewed weekly with the case manager.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of each class period, using a planner page or a private form on their device
- Behavior
- The student will rate their stress and their energy on two 1-to-5 scales and make the adjustment listed for a 4 or 5 (such as moving to a quieter seat, putting on headphones, asking for a quick check-in) independently
- Criteria
- In at least 5 of 6 opportunities, across 3 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily from the rating form, reviewed weekly with the case manager
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 5 of 6 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- daily from the rating form, reviewed weekly with the case manager
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, at the start of each class period, using a planner page or a private form on their device, the student will rate their stress and their energy on two 1-to-5 scales and make the adjustment listed for a 4 or 5 (such as moving to a quieter seat, putting on headphones, asking for a quick check-in) independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected daily from the rating form, reviewed weekly with the case manager.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.