Say a brave-talk phrase before trying something new
When to use this goal
For young students who hide, cry, or refuse when asked to try a new activity, a hard task, or a loud event. Base the choice on observations of new or hard activities. The phrase is short and chosen with the student; any communication mode counts.
- Baseline
- List the new or hard activities in a typical week and record what the student did at the start of each for two weeks. Ask the family which words or songs help at home; the phrase can come from home.
- Tips
- Score an opportunity as met when the student uses the phrase and starts the task within about a minute. Starting slowly, or starting while holding a comfort item, counts. Keep new activities short at first so trying pays off.
- Limits
- The goal measures saying the phrase and starting, not how long the student stays. A student who says the phrase but still cannot start may need a smaller first step or more support. Not a fit when refusal is linked to pain or sensory distress; address the cause first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-056.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, before a new activity, a hard task, or a loud event (such as a new center, a reading probe, or a music class with drums), the student will say, sign, or select a coping phrase they chose (such as "I can try" or "I can ask for help") and then start the task independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected twice weekly during new or hard activities.
Baseline: 0 of 5 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
- 0 of 5 opportunities.
- Annual goal464 characters
- By the annual IEP review date, before a new activity, a hard task, or a loud event (such as a new center, a reading probe, or a music class with drums), the student will say, sign, or select a coping phrase they chose (such as "I can try" or "I can ask for help") and then start the task independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected twice weekly during new or hard activities.
- Timeframe
- By the annual IEP review date
- Condition
- Before a new activity, a hard task, or a loud event (such as a new center, a reading probe, or a music class with drums)
- Behavior
- The student will say, sign, or select a coping phrase they chose (such as "I can try" or "I can ask for help") and then start the task independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly during new or hard activities
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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- twice weekly during new or hard activities
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, before a new activity, a hard task, or a loud event (such as a new center, a reading probe, or a music class with drums), the student will say, sign, or select a coping phrase they chose (such as "I can try" or "I can ask for help") and then start the task independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected twice weekly during new or hard activities.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.