Start grounding quickly at a job or community site
When to use this goal
For transition-age students who use grounding at school but freeze or leave when stressed at a job site, on transit, or in a store. Present levels from community-based instruction decide fit. Strategies must be discreet and work in public.
- Baseline
- During 3 or 4 community sessions, the job coach notes each stress signal from the plan and times how long until the student starts any coping action, or whether they leave or freeze. Ask the student which settings are hardest and practice there last.
- Tips
- The cue is the stress signal named in the plan; agree with the student on what the coach will look for. Stop timing when any part of a grounding strategy starts. Leaving a stressful spot to ground nearby is fine and should be in the plan.
- Limits
- Not every stress signal is visible, so some events will be missed. The goal measures how quickly a strategy starts, not how well it works; ask the student. It does not replace a safety plan for elopement or crisis.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-058.
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Goal
By the annual IEP review date, at a job site or community setting when they notice a stress signal from their plan (such as a crowded aisle, a raised voice, or a sudden change in the task), the student will start a grounding strategy they chose (such as holding a cold drink, pressing their feet into the floor, or naming items on a shelf) independently within 30 seconds, across 4 consecutive observed stress events, as measured by latency recording collected at each community or job site session.
Baseline: 120 seconds.
- 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. Latency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Latency recording gives latency 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
- 120 seconds.
- Annual goal499 characters
- By the annual IEP review date, at a job site or community setting when they notice a stress signal from their plan (such as a crowded aisle, a raised voice, or a sudden change in the task), the student will start a grounding strategy they chose (such as holding a cold drink, pressing their feet into the floor, or naming items on a shelf) independently within 30 seconds, across 4 consecutive observed stress events, as measured by latency recording collected at each community or job site session.
- Timeframe
- By the annual IEP review date
- Condition
- At a job site or community setting when they notice a stress signal from their plan (such as a crowded aisle, a raised voice, or a sudden change in the task)
- Behavior
- The student will start a grounding strategy they chose (such as holding a cold drink, pressing their feet into the floor, or naming items on a shelf) independently
- Criteria
- Within 30 seconds, across 4 consecutive observed stress events
- Evaluation method
- Latency recording
- Schedule
- At each community or job site session
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Latency tracker. Records the cue time and the response time.
Latency tracker
Latency- Student label:
- Target:
- within 30 seconds
- Mastery rule:
- across 4 consecutive observed stress events
- Collection schedule:
- at each community or job site session
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, at a job site or community setting when they notice a stress signal from their plan (such as a crowded aisle, a raised voice, or a sudden change in the task), the student will start a grounding strategy they chose (such as holding a cold drink, pressing their feet into the floor, or naming items on a shelf) independently within 30 seconds, across 4 consecutive observed stress events, as measured by latency recording collected at each community or job site session.
| Date | Instruction / cue | Cue given (time) | Response began (time) | Latency (seconds) | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the cue ends (for example, the end of the direction). Stop when the defined response begins.
- Record latency in seconds. Shorter latency means faster starts.
- Use a stopwatch or a timer app. Avoid estimating from the clock when measuring seconds.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.