Pick a precise feeling word at check-ins
When to use this goal
For students who describe every strong emotion as fine, mad, or bored, which makes it hard for adults to match support to what is going on. Fits students who already name basic emotions. Present levels and communication mode, not grade, decide fit.
- Baseline
- Over five check-ins, record the word the student chose, whether it was a basic or a specific word, and whether they rated the intensity. Note the words they use outside check-ins too, since some students already use their own words that work well.
- Tips
- Score a check-in as met when the student gives a specific word and a rating in any mode: speech, writing, sign, or a device. Accept the student's word even when an adult would read the moment differently; the goal is reporting, not agreement. Pair it with a strategy goal (such as se-er-041) so naming leads to an action.
- Limits
- The goal counts naming at check-ins, not whether the student names emotions on their own in hard moments. Some students do not want to share emotions with every adult, so let them choose who runs the check-in. Emotion words differ across languages and families; build the chart with the student.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-071.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, at a scheduled check-in, with a feelings chart that groups specific emotion words (such as frustrated, nervous, embarrassed, disappointed, overwhelmed) under basic emotions, the student will name their current emotion with a specific word from the feelings chart and rate how strong it is on a 1-to-5 scale independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected at each check-in, summarized weekly.
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 goal507 characters
- By the annual IEP review date, at a scheduled check-in, with a feelings chart that groups specific emotion words (such as frustrated, nervous, embarrassed, disappointed, overwhelmed) under basic emotions, the student will name their current emotion with a specific word from the feelings chart and rate how strong it is on a 1-to-5 scale independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected at each check-in, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- At a scheduled check-in, with a feelings chart that groups specific emotion words (such as frustrated, nervous, embarrassed, disappointed, overwhelmed) under basic emotions
- Behavior
- The student will name their current emotion with a specific word from the feelings chart and rate how strong it is on a 1-to-5 scale independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- At each check-in, summarized 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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- at each check-in, summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, at a scheduled check-in, with a feelings chart that groups specific emotion words (such as frustrated, nervous, embarrassed, disappointed, overwhelmed) under basic emotions, the student will name their current emotion with a specific word from the feelings chart and rate how strong it is on a 1-to-5 scale independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected at each check-in, summarized 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 | # + (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.