Use a grounding strategy when stress rises in class
When to use this goal
For students who become overwhelmed in class and freeze, leave, or shut down, and who have learned a grounding strategy in counseling. Base the choice on regulation plan data and student report. Grounding brings attention to the room and the body; it can be done at the desk with no one noticing.
- Baseline
- With the student, list the signs that show stress is rising and agree on how staff will notice them. For two weeks, log each time the signs appear and what the student did next. Add the student's own log if they keep one; their report counts.
- Tips
- Score an opportunity as met when an observer sees the strategy (or the student reports it on a check-out card) within a few minutes of the stress signs. Taking a planned break afterward counts as a good outcome. Let the student rotate strategies; what works changes.
- Limits
- Many grounding strategies are quiet and easy to miss, so student report is part of the data. The goal does not replace a crisis or safety plan. Students with trauma histories should practice grounding with a counselor first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-057.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when they report or show signs of rising stress in class (such as rating 4 or higher on their scale, putting their head down, or breathing fast), the student will use a grounding strategy they chose (such as naming things they can see, hear, and touch, holding a cold water bottle, or pressing their feet into the floor) and stay in the activity or take a planned break independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice weekly in class plus weekly counseling practice.
Baseline: 1 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. Direct observation 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
- 1 of 5 opportunities.
- Annual goal575 characters
- By the annual IEP review date, when they report or show signs of rising stress in class (such as rating 4 or higher on their scale, putting their head down, or breathing fast), the student will use a grounding strategy they chose (such as naming things they can see, hear, and touch, holding a cold water bottle, or pressing their feet into the floor) and stay in the activity or take a planned break independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice weekly in class plus weekly counseling practice.
- Timeframe
- By the annual IEP review date
- Condition
- When they report or show signs of rising stress in class (such as rating 4 or higher on their scale, putting their head down, or breathing fast)
- Behavior
- The student will use a grounding strategy they chose (such as naming things they can see, hear, and touch, holding a cold water bottle, or pressing their feet into the floor) and stay in the activity or take a planned break independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Twice weekly in class plus weekly counseling practice
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 in class plus weekly counseling practice
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when they report or show signs of rising stress in class (such as rating 4 or higher on their scale, putting their head down, or breathing fast), the student will use a grounding strategy they chose (such as naming things they can see, hear, and touch, holding a cold water bottle, or pressing their feet into the floor) and stay in the activity or take a planned break independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice weekly in class plus weekly counseling practice.
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.