Say that's okay after a small mishap and keep playing
When to use this goal
For preschool students whose play ends in a long cry or a thrown toy when a tower falls or a cup spills. Base the choice on observed play routines and family input. Co-regulation is expected at this age; the phrase gives the child a part to play.
- Baseline
- For a week, note each small mishap in play and snack and what the student did in the next minute. Ask the family which words they use at home for small mishaps and use the same ones at school.
- Tips
- Score as met when the student uses the phrase in any mode and returns to play or asks for help within about a minute. A short cry before the phrase still counts. Make planned practice playful and brief.
- Limits
- Mishaps happen unevenly, so planned practice supplies early data and should be labeled. The goal is for small mishaps only; injuries and big losses need adult comfort, not a phrase.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-065.
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Goal
By the annual IEP review date, during play or snack when a small mishap happens (such as a block tower falling, a spilled cup, or a broken crayon), the student will use a coping phrase, sign, or device message (such as "that's okay" or "uh oh, fix it") and go back to the activity or ask for help independently in at least 4 of 6 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected twice weekly during play and snack.
Baseline: 1 of 6 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 6 opportunities.
- Annual goal465 characters
- By the annual IEP review date, during play or snack when a small mishap happens (such as a block tower falling, a spilled cup, or a broken crayon), the student will use a coping phrase, sign, or device message (such as "that's okay" or "uh oh, fix it") and go back to the activity or ask for help independently in at least 4 of 6 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected twice weekly during play and snack.
- Timeframe
- By the annual IEP review date
- Condition
- During play or snack when a small mishap happens (such as a block tower falling, a spilled cup, or a broken crayon)
- Behavior
- The student will use a coping phrase, sign, or device message (such as "that's okay" or "uh oh, fix it") and go back to the activity or ask for help independently
- Criteria
- In at least 4 of 6 opportunities, across 3 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly during play and snack
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 6 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- twice weekly during play and snack
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during play or snack when a small mishap happens (such as a block tower falling, a spilled cup, or a broken crayon), the student will use a coping phrase, sign, or device message (such as "that's okay" or "uh oh, fix it") and go back to the activity or ask for help independently in at least 4 of 6 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected twice weekly during play and snack.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.