Lesson Plan
Breakthrough Blueprint
Guide a 60-minute one-on-one session to help a 3rd grader identify behavior triggers, set a SMART behavior goal, learn to track progress, reflect on outcomes, and recalibrate strategies.
Empowering the student to recognize triggers and monitor their own behavior fosters self-awareness, accountability, and long-term positive change, reducing disruptions and boosting engagement.
Audience
3rd Grade Student
Time
60 minutes
Approach
Structured, data-driven individual coaching session
Prep
Review and Customize Materials
10 minutes
- Review the Turning Points Slide Deck, Reflect & Reset Journal, and Progress Criteria Rubric
- Note student-specific examples of common triggers and past behavior patterns
- Prepare and print any additional tracking sheets or visual aids
- Ensure you have a quiet, private space for a focused one-on-one session
Step 1
Identify Triggers
10 minutes
- Open the Turning Points Slide Deck and introduce the concept of behavior triggers
- Discuss examples (e.g., loud noises, transitions)
- Ask the student to brainstorm and list their top 3 personal triggers in the Reflect & Reset Journal
- Confirm understanding by having the student explain why each is a trigger
Step 2
Set Behavior Goals
10 minutes
- Introduce the Progress Criteria Rubric and explain SMART goal elements
- Guide the student to create one specific, measurable, achievable, relevant, time-bound behavior goal (e.g., “I will use a calm voice when I feel upset, 4 out of 5 times each day.”)
- Record the goal in the Reflect & Reset Journal
- Review the rubric to show how success will be measured
Step 3
Plan Data Tracking
10 minutes
- Explain the daily tracking chart in the Reflect & Reset Journal
- Model how to log each successful or challenging moment
- Have the student practice filling out two sample entries together
- Emphasize honesty and consistency in data recording
Step 4
Reflect & Reset
15 minutes
- Ask the student to review their tracking entries over the past week (or sample data)
- In the Reflect & Reset Journal, complete guided prompts:
• What went well?
• What was hard?
• Which strategies helped? - Encourage the student to identify one new strategy to try next
Step 5
Coach-Student Debrief & Recalibration
15 minutes
- Use the Coach-Student Debrief Guide to facilitate a supportive conversation
- Compare collected data against the Progress Criteria Rubric
- Celebrate successes and pinpoint areas needing adjustment
- Co-create an updated action plan and set a date for the next check-in
Slide Deck
Turning Points
Understanding Behavior Triggers
Welcome! Today, we’ll learn what behavior triggers are, why they matter, and how to track them to reach your goals.
Welcome the student and introduce the session. Outline that today’s deck teaches what behavior triggers are, why finding them matters, and how to track them.
What Are Behavior Triggers?
Behavior triggers are events or situations—inside or outside—that make us feel a strong emotion or act a certain way.
Examples:
• Loud noises
• Feeling frustrated
• Hearing “no” unexpectedly
Define triggers and invite the student to think of times they’ve felt upset or distracted.
Common Triggers
Here are triggers many students face:
• Sudden transitions (e.g., moving between activities)
• Loud or unexpected sounds
• Tight or crowded spaces
• Challenging tasks without help
• Instructions that seem unclear
Review each common trigger. Ask: “Have you ever felt upset by this?”
Your Personal Triggers
Let’s find your top 3 triggers:
Think of moments you felt upset or distracted.
Encourage the student to fill in their personal triggers out loud, then write them down.
Why Identify Triggers?
When you know your triggers, you can:
• Plan strategies ahead of time
• Stay calm and focused
• Avoid big outbursts and frustrations
• Reach behavior goals more easily
Explain how knowing triggers helps us prepare and react better.
Tracking Your Behavior
We’ll use the daily chart in your Reflect & Reset Journal to log:
• When a trigger happens
• How you responded
• What helped you stay calm
Introduce the student to the journal they’ll use. Show them the tracking chart.
How to Use the Tracking Chart
Each day, fill out:
Date: _______
Trigger: _______
Your Response (Calm or Challenging): _______
What Helped You Stay Calm? _______
Model a sample entry, then guide the student to practice filling in a row.
Next Steps & Reflection
Use what you learned today to fill your journal for the week. In our next session, we’ll:
• Review your data
• Set a SMART goal with the Progress Criteria Rubric
• Build new strategies together
Wrap up by previewing the next session and linking to goal setting with the rubric.
Journal
Reflect & Reset Journal
This journal helps you track your behavior each day for one week, then reflect and set a new goal. Fill in one day at a time!
Daily Behavior Tracking (7 Days)
Use the chart below each day to log up to four times you experienced a trigger. Be honest and detailed!
Day 1 (Date: __________)
| Time | Trigger | Response (Calm or Challenging) | What You Did to Stay Calm |
|---|---|---|---|
Day 2 (Date: __________)
| Time | Trigger | Response (Calm or Challenging) | What You Did to Stay Calm |
|---|---|---|---|
Day 3 (Date: __________)
| Time | Trigger | Response (Calm or Challenging) | What You Did to Stay Calm |
|---|---|---|---|
Day 4 (Date: __________)
| Time | Trigger | Response (Calm or Challenging) | What You Did to Stay Calm |
|---|---|---|---|
Day 5 (Date: __________)
| Time | Trigger | Response (Calm or Challenging) | What You Did to Stay Calm |
|---|---|---|---|
Day 6 (Date: __________)
| Time | Trigger | Response (Calm or Challenging) | What You Did to Stay Calm |
|---|---|---|---|
Day 7 (Date: __________)
| Time | Trigger | Response (Calm or Challenging) | What You Did to Stay Calm |
|---|---|---|---|
Weekly Reflection
Answer these questions about your week of tracking. Write as much as you can!
- What went well this week?
- What was hard or challenging?
- Which strategies helped you the most?
- What is one new strategy you want to try next week?
Goal Recalibration
Based on your reflection, create or adjust a SMART behavior goal for next week.
- Specific: _________________________________
- Measurable: _______________________________
- Achievable: ________________________________
- Relevant: _________________________________
- Time-bound: _______________________________
Good work! Keep this journal handy and bring it to our next session for review.
Discussion
Coach-Student Debrief & Recalibration Discussion
This discussion guide helps you and the student review their week of data, celebrate successes, identify challenges, and co-create an updated action plan.
1. Welcome & Positive Framing
Teacher Script: “I’m proud of all the work you did tracking your behavior this week. Let’s dive into your journal and celebrate what went well!”
• Ask the student to open their Reflect & Reset Journal.
• Remind them that honest data helps us improve, not get in trouble.
2. Review & Celebrate Successes
Question: “Show me one day where you stayed calm when a trigger happened. What did you do, and how did it feel?”
Follow-Up Prompts:
- “What strategy did you use?”
- “How did your SMART goal help you remember to stay calm?”
3. Identify Challenges & Patterns
Teacher Script: “Now let’s look at moments that were harder. It’s okay—that’s how we learn!”
Question: “Which trigger gave you the most trouble this week? What happened?”
Follow-Up Prompts:
- “Did you notice any pattern—like time of day or activity?”
- “What thoughts or feelings came up?”
4. Analyze What Worked
Question: “Out of all the strategies you tried, which one helped you the most when you felt upset?”
Follow-Up Prompts:
- “Why do you think that strategy worked?”
- “How often did you try it?”
5. Co-Create Next Steps & Recalibrate Goal
Teacher Script: “Using your data and the Progress Criteria Rubric, let’s update your goal.”
- Read the current SMART goal together.
- Ask: “Do we need to make it more specific or easier to measure?”
- Prompt the student to rewrite or adjust each part:
- Specific: _________________________________
- Measurable: _______________________________
- Achievable: ________________________________
- Relevant: _________________________________
- Time-bound: _______________________________
- Specific: _________________________________
Teacher Script: “Great! You’re all set with this new goal. I believe you can do it!”
6. Confirm Action Plan & Check-In Date
Question: “When should we meet next to look at your progress?”
Teacher Script: “I’ll check in with you on that day. Keep using your journal every day and remember our strategies!”
End the discussion by giving positive feedback and handing the student their updated journal.
Rubric
Progress Criteria Rubric
This rubric helps measure how well the student is progressing toward and beyond their SMART behavior goal across four key areas.
| Criteria | Not Yet (1) | Emerging (2) | Proficient (3) | Exceeds (4) |
|---|---|---|---|---|
| Behavior Response | • Rarely uses calm responses when triggers occur • Frequently reacts impulsively | • Occasionally uses calm strategies with reminders • Inconsistent self-control | • Usually stays calm when triggers occur • Applies strategies independently most of the time | • Consistently stays calm and even helps peers • Proactively uses strategies before reacting |
| Data Tracking | • Logs are missing or inaccurate • Little to no detail recorded | • Logs are mostly complete but contain errors • Details are limited | • Logs are complete and accurate • Entries show clear, timely recording | • Logs are thorough and insightful • Includes extra notes on patterns and thoughts |
| Self-Reflection | • Reflection prompts unanswered or very brief • Limited insight | • Some prompts addressed with basic observations • Reflection lacks depth | • Thoughtful, specific answers to all prompts • Shows awareness of what helped and hindered | • Deep, analytical reflections • Identifies patterns and predicts adjustments |
| Goal Adjustment | • No SMART goal or goal unrelated to data | • SMART goal components partially defined • Needs refinement in one or more areas | • SMART goal is clear, measurable, and aligns with data | • SMART goal is precise, ambitious, and well-linked to strategies and data trends |
Use this rubric to track progress weekly and guide discussions during the Coach-Student Debrief.