Request preferred seating and lighting
When to use this goal
For middle and high school students with low vision who change rooms and teachers every period and need to arrange their own seat and lighting. Present levels in self-advocacy decide fit.
- Baseline
- Track a term start: how many classes had a seat that met the student's needs, and how many the student fixed on their own.
- Tips
- The student knows their vision best; preferred seating is not always the front row. Teachers must honor requests that match the IEP accommodations.
- Limits
- The goal does not replace the accommodation in the IEP. Some rooms cannot be changed; record what the student asked for even when it was not possible.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-lv-019.
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Goal
By the annual IEP review date, at the start of a new term or in a new class, with a seat that does not meet the student's visual needs, the student will tell the teacher where they need to sit and why, or ask for blinds or lights to be adjusted independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by frequency recording collected weekly during the first month of each term, then monthly.
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. Frequency (event) 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 Low Vision & Visual Efficiency.
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
- Vision, Hearing & Assistive Technology - Low Vision & Visual Efficiency
- Baseline
- 1 of 5 opportunities.
- Annual goal433 characters
- By the annual IEP review date, at the start of a new term or in a new class, with a seat that does not meet the student's visual needs, the student will tell the teacher where they need to sit and why, or ask for blinds or lights to be adjusted independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by frequency recording collected weekly during the first month of each term, then monthly.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of a new term or in a new class, with a seat that does not meet the student's visual needs
- Behavior
- The student will tell the teacher where they need to sit and why, or ask for blinds or lights to be adjusted independently
- Criteria
- In at least 4 of 5 opportunities, across 2 consecutive grading periods
- Evaluation method
- Frequency recording
- Schedule
- Weekly during the first month of each term, then monthly
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 2 consecutive grading periods
- Collection schedule:
- weekly during the first month of each term, then monthly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, at the start of a new term or in a new class, with a seat that does not meet the student's visual needs, the student will tell the teacher where they need to sit and why, or ask for blinds or lights to be adjusted independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by frequency recording collected weekly during the first month of each term, then monthly.
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.