Write a coping plan for a known trigger
When to use this goal
For older students who can name what sets them off (a certain class, being called on, a crowded hallway) but have no plan for it. Present levels and incident data decide fit. The student authors the plan; adults help make it doable.
- Baseline
- Ask the student to describe what they would do the next time a known trigger happens, without a template, and score it on the rubric. Review incident or stress data with them first so the trigger is concrete.
- Tips
- Score each row 0 (missing), 1 (vague), 2 (specific and doable). Share the finished plan with the staff named in it, with the student's agreement. Review the plan after each time the trigger comes up.
- Limits
- A strong plan on paper does not show use; pair with a use measure such as latency to start a strategy. Triggers adults can remove should be removed rather than planned for.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-066.
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Goal
By the annual IEP review date, during a counseling session after reviewing recent incident or stress data with the student, the student will write or record a coping plan for one known trigger that names the trigger, their early signs, two strategies they chose, and a person or place to go to independently, earning a score of at least 7 out of 8 on a 4-row trigger plan rubric scored 0 to 2 per row, on 3 consecutive plans for different triggers, as measured by a defined scoring rubric collected monthly.
Baseline: 2 out of 8 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 2 out of 8 rubric points.
- Annual goal507 characters
- By the annual IEP review date, during a counseling session after reviewing recent incident or stress data with the student, the student will write or record a coping plan for one known trigger that names the trigger, their early signs, two strategies they chose, and a person or place to go to independently, earning a score of at least 7 out of 8 on a 4-row trigger plan rubric scored 0 to 2 per row, on 3 consecutive plans for different triggers, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- During a counseling session after reviewing recent incident or stress data with the student
- Behavior
- The student will write or record a coping plan for one known trigger that names the trigger, their early signs, two strategies they chose, and a person or place to go to independently
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row trigger plan rubric scored 0 to 2 per row, on 3 consecutive plans for different triggers
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 7 out of 8 on a 4-row trigger plan rubric scored 0 to 2 per row
- Mastery rule:
- on 3 consecutive plans for different triggers
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during a counseling session after reviewing recent incident or stress data with the student, the student will write or record a coping plan for one known trigger that names the trigger, their early signs, two strategies they chose, and a person or place to go to independently, earning a score of at least 7 out of 8 on a 4-row trigger plan rubric scored 0 to 2 per row, on 3 consecutive plans for different triggers, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | Names the trigger in specific terms (where, when, who) | Names early signs they notice in their body, thoughts, or actions | Lists two strategies they chose and when they will use each | Names a person to tell or a place to go and how they will get there | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row trigger plan rubric scored 0 to 2 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.