Rate their energy and pick a plan at check-in
When to use this goal
For students whose low energy (after poor sleep, before lunch) or high energy (after recess) leads to missed work or conflict, and who do not yet notice it. Base the choice on patterns in teacher logs. Energy is different from emotion; some students find it easier to rate.
- Baseline
- For a week, run the check-in with the scale and record the student's rating, whether a plan was chosen, and the teacher's own rating for comparison. Ask the family about sleep and morning routines; low energy may have a home or health cause.
- Tips
- Score as met when the student rates their energy and picks a plan that fits the rating; a just-right rating with no plan needed also counts. Accept the student's rating even if it differs from the adult's. Make sure every plan on the menu can actually happen.
- Limits
- The goal counts the check-in routine, not whether the plan changed the student's energy. Ongoing low energy can be medical; tell the nurse and family. Avoid commercial program names and colors unless the school already uses them.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-070.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, at the morning check-in and after lunch, with an energy scale (low, just right, high) and a plan menu, the student will rate their energy level on the scale and choose a matching plan from their menu (such as a movement break, a drink of water, or a quiet start) independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected daily at check-ins and reviewed weekly.
Baseline: 2 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
- 2 of 6 opportunities.
- Annual goal466 characters
- By the annual IEP review date, at the morning check-in and after lunch, with an energy scale (low, just right, high) and a plan menu, the student will rate their energy level on the scale and choose a matching plan from their menu (such as a movement break, a drink of water, or a quiet start) independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected daily at check-ins and reviewed weekly.
- Timeframe
- By the annual IEP review date
- Condition
- At the morning check-in and after lunch, with an energy scale (low, just right, high) and a plan menu
- Behavior
- The student will rate their energy level on the scale and choose a matching plan from their menu (such as a movement break, a drink of water, or a quiet start) independently
- Criteria
- In at least 5 of 6 opportunities, across 3 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily at check-ins and reviewed weekly
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 5 of 6 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- daily at check-ins and reviewed weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, at the morning check-in and after lunch, with an energy scale (low, just right, high) and a plan menu, the student will rate their energy level on the scale and choose a matching plan from their menu (such as a movement break, a drink of water, or a quiet start) independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected daily at check-ins and reviewed weekly.
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.