Emotion Navigator IEP Guide
Special Education Toolkit Grade 3 • Social-Emotional
Self-Regulation & Emotional Coping Plan
Target Domains: Classroom Instruction & Recess / Unstructured Settings
Student: ___________________
IEP Date: September 2026
Case Manager: ______________
Present Level of Performance (PLAAFP Baseline)
Baseline: 2–3 Adult Prompts
When faced with academic frustration or social conflict during classroom tasks and unstructured recess, the student demonstrates difficulty recognizing internal physical and emotional escalation triggers. Currently, the student relies on 2 to 3 direct adult verbal/visual prompts to recognize frustration, disengage from escalating situations, and access a break (baseline: 0% unprompted break initiation; emotional escalation often leads to task avoidance or peer disputes).
Annual Measurable IEP Goal (12-Month Target)
By September 2027, when encountering emotional dysregulation, peer conflict, or academic frustration in both classroom and recess environments, the student will identify their emotional escalation level using a visual scale and request and engage in an appropriate calming break with no more than 1 indirect prompt (fading to independence) across 4 out of 5 observed opportunities over 3 consecutive data collection weeks, as documented by teacher and staff rubrics.
Sequential Quarterly Benchmarks & Objectives
Benchmark 1 (Quarter 1) • Emotion Recognition Target: Q1
Given a visual emotion thermometer or 5-point scale, the student will accurately label their internal emotional state (e.g., calm, frustrated, overwhelmed) when prompted with no more than 1 verbal check-in during 4 of 5 monitored classroom and recess transition opportunities.
Benchmark 2 (Quarter 2) • Break Selection with Visual Prompt Target: Q2
When experiencing identified frustration or dysregulation, the student will independently choose a designated coping strategy from a personalized Break Menu (e.g., 3-minute timer, breathing card, drink of water) with no more than 1 visual gesture in 80% of classroom and recess incidents.
Benchmark 3 (Quarter 3) • Independent Classroom Break Initiation Target: Q3
During structured instructional tasks, when recognizing academic frustration or sensory overload, the student will independently initiate a break request (using a break card or predetermined hand signal) without adult prompting and return to work within 5 minutes in 4 of 5 classroom opportunities.
Benchmark 4 (Quarter 4) • Recess & Unstructured Generalization Target: Q4
During recess, lunch, and unstructured peer play, when encountering a conflict or heightened emotion, the student will disengage and access an agreed-upon calming zone (e.g., peace bench, perimeter walk, monitor check-in) with 0 to 1 adult gesture in 80% of recorded recess situations across 3 consecutive weeks.
Evaluation Method: Weekly Direct Observation Logs, Prompt Rubrics, Frequency Tally Page 1 of 2
Implementation & Monitoring
Strategies, Prompt Hierarchy & Progress Tracker
Student: _______________ • Week Of: ____________
Tiered Break Menus
Classroom Break Options (3–5 min):
- Desk reset: 5 finger breathing / count to 10
- Calm corner: weighted lap pad + visual timer
- Hydration run: cold water fountain check
- Motor errand: carry binder to office / sharpener
Recess Break Options (2–4 min):
- Buddy bench / quiet shaded bleacher reset
- 1 lap perimeter walk around boundary line
- Recess supervisor high-five & breathe check-in
- Ball squeeze / wall push-ups near entrance
Prompt Hierarchy Rubric (Scoring 0–3)
Level 0: Independent (Target) Mastery
Notices signs of frustration, uses break pass/signal on own.
Level 1: Gestural / Visual Prompt 1 Prompt
Adult taps emotion card or points toward calm station.
Level 2: Indirect Verbal Check-in 2 Prompts
"What does your engine feel like right now? Check your card."
Level 3: Direct Multi-Step Prompting Baseline (2-3+)
Adult must repeatedly instruct student to stop and take a break.
Weekly Direct Observation & Event Log
Record each incident of frustration / dysregulation
| Date/Time | Setting | Trigger / Situation | Prompt Lvl (0–3) | Break Strategy | Task Return |
|---|
| ___/___ _:__ | Class / Recess | | 0 • 1 • 2 • 3 | | Yes / No |
| ___/___ _:__ | Class / Recess | | 0 • 1 • 2 • 3 | | Yes / No |
| ___/___ _:__ | Class / Recess | | 0 • 1 • 2 • 3 | | Yes / No |
| ___/___ _:__ | Class / Recess | | 0 • 1 • 2 • 3 | | Yes / No |
| ___/___ _:__ | Class / Recess | | 0 • 1 • 2 • 3 | | Yes / No |
Antecedent Supports & Staff Coaching Protocol
1. Pre-Correction & Check-in Review the break card and scale before math/writing and prior to lining up for recess.
2. Subtle Visual Signal Agree on a non-verbal desk card or wristband touch to avoid drawing peer attention.
3. 2-Minute Warning on Recess Provide verbal/visual transition warning before recess ends to reduce transition meltdowns.
Criteria for Goal Mastery: Average prompt level ≤ 1 across 80% of tracked events for 3 consecutive weeks. Page 2 of 2
