Write coping statements in their own words
When to use this goal
For older students who use only adult-given phrases or who can name helpful self-talk in a lesson but have none that fits their own hard moments. Base the choice on counseling sessions and student reflection. The product is a short personal card or phone note the student will actually use.
- Baseline
- Ask the student to write what they could tell themselves in two of their hard situations, with no starters, and score it. Collect any statements they already use from home or other settings; those are a strength to build on.
- Tips
- Score each row across the set of three statements: 0 (missing or copied), 1 (partly), 2 (all three meet it). Statements can be serious, funny, or in any language. Put the finished statements where the student wants them: a phone note, a lanyard card, a notebook cover.
- Limits
- Writing statements does not show they get used; pair with a use goal such as se-er-054. Some students find self-talk unhelpful and prefer a body-based strategy; respect that choice.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-055.
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Goal
By the annual IEP review date, during a counseling or social-emotional lesson after practice sorting helpful and unhelpful self-talk, the student will write or record three coping statements in their own words, matching each one to a hard situation from their plan independently, earning a score of at least 5 out of 6 on a 3-row coping statement rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly sessions, as measured by a defined scoring rubric collected every two weeks.
Baseline: 1 out of 6 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
- 1 out of 6 rubric points.
- Annual goal484 characters
- By the annual IEP review date, during a counseling or social-emotional lesson after practice sorting helpful and unhelpful self-talk, the student will write or record three coping statements in their own words, matching each one to a hard situation from their plan independently, earning a score of at least 5 out of 6 on a 3-row coping statement rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly sessions, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During a counseling or social-emotional lesson after practice sorting helpful and unhelpful self-talk
- Behavior
- The student will write or record three coping statements in their own words, matching each one to a hard situation from their plan independently
- Criteria
- Earning a score of at least 5 out of 6 on a 3-row coping statement rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly sessions
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
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 5 out of 6 on a 3-row coping statement rubric scored 0 to 2 per row
- Mastery rule:
- on 3 of 4 consecutive biweekly sessions
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during a counseling or social-emotional lesson after practice sorting helpful and unhelpful self-talk, the student will write or record three coping statements in their own words, matching each one to a hard situation from their plan independently, earning a score of at least 5 out of 6 on a 3-row coping statement rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly sessions, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Statements are in the student's own words and are true for them | Each statement is matched to a named hard situation | Each statement points to an action or next step | Total (of 6) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row coping statement 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.