Use a body-based grounding tool at their seat
When to use this goal
For young students who need to move or press to settle when upset but currently leave the group, run, or hit to get that input. Base the choice on OT input about the student's sensory profile. The tool lets them regulate without leaving the activity.
- Baseline
- For a week, log early signs of upset during group lessons and what the student did next. With the OT, test 3 or 4 tools during calm times and let the student pick the ones they like. Note which tools work best for which signs.
- Tips
- Score as met when the student uses a tool and stays with the group activity for at least the next few minutes. Moving, rocking, or standing beside the seat are fine. Make sure tools are always within reach; a missing tool is an adult miss, not a student miss.
- Limits
- Some upset builds too fast for an at-seat tool; the student needs a break option too. The goal does not measure learning during the lesson. Sensory needs change, so revisit tools with the OT each grading period.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-059.
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Goal
By the annual IEP review date, when they start to get upset during whole-group or small-group instruction, with their grounding tools within reach, the student will use a body-based grounding tool at their seat (such as pressing palms together, chair push-ups, holding a cool pack, or squeezing a stress ball) and stay with the activity independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily during group lessons.
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. 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
- 1 of 5 opportunities.
- Annual goal494 characters
- By the annual IEP review date, when they start to get upset during whole-group or small-group instruction, with their grounding tools within reach, the student will use a body-based grounding tool at their seat (such as pressing palms together, chair push-ups, holding a cool pack, or squeezing a stress ball) and stay with the activity independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily during group lessons.
- Timeframe
- By the annual IEP review date
- Condition
- When they start to get upset during whole-group or small-group instruction, with their grounding tools within reach
- Behavior
- The student will use a body-based grounding tool at their seat (such as pressing palms together, chair push-ups, holding a cool pack, or squeezing a stress ball) and stay with the activity independently
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during group lessons
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:
- on 4 of 5 observed days
- Collection schedule:
- daily during group lessons
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when they start to get upset during whole-group or small-group instruction, with their grounding tools within reach, the student will use a body-based grounding tool at their seat (such as pressing palms together, chair push-ups, holding a cool pack, or squeezing a stress ball) and stay with the activity independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily during group lessons.
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.