Use a fidget or sensory tool as agreed without disturbing peers
When to use this goal
For students who have a fidget or sensory tool in their plan but use it loudly, throw it, or share it so it becomes a distraction. Base the choice on momentary checks. The OT should help choose the tool and the rules.
- Baseline
- Run 10 checks per lesson (every 2 minutes) for 3 lessons and mark whether tool use was within the rules at that moment, or the tool was not in use. Note which rule breaks most often (noise, showing peers, throwing) so the rules card targets it.
- Tips
- Choose a tool that is quiet by design (putty, a textured strip under the desk) before relying on rules. Peers should know the tool is part of the student's plan so it is not a status item. If the tool becomes a toy, swap tools before removing the accommodation. Pair with bh-cls-019 if noises are tracked.
- Limits
- Momentary checks miss short rule breaks between checks. Does not measure whether the tool helps attention; a sustained-attention goal does that.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-020.
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Goal
By the annual IEP review date, during a 20-minute lesson with the agreed tool at the desk and the tool rules reviewed (quiet, in the lap or on the desk, own use only), the student will use the tool within the agreed rules at each check (quiet, in own space, not shown to peers) independently in at least 9 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected 3 times per week, 10 checks per lesson, summarized weekly.
Baseline: 5 of 10 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. Direct observation 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 Classroom Expectations & Routines.
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
- Behavior & Classroom Expectations - Classroom Expectations & Routines
- Baseline
- 5 of 10 opportunities.
- Annual goal473 characters
- By the annual IEP review date, during a 20-minute lesson with the agreed tool at the desk and the tool rules reviewed (quiet, in the lap or on the desk, own use only), the student will use the tool within the agreed rules at each check (quiet, in own space, not shown to peers) independently in at least 9 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected 3 times per week, 10 checks per lesson, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute lesson with the agreed tool at the desk and the tool rules reviewed (quiet, in the lap or on the desk, own use only)
- Behavior
- The student will use the tool within the agreed rules at each check (quiet, in own space, not shown to peers) independently
- Criteria
- In at least 9 of 10 opportunities, across 3 consecutive weekly data summaries
- Evaluation method
- Direct observation
- Schedule
- 3 times per week, 10 checks per lesson, 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 9 of 10 opportunities
- Mastery rule:
- across 3 consecutive weekly data summaries
- Collection schedule:
- 3 times per week, 10 checks per lesson, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a 20-minute lesson with the agreed tool at the desk and the tool rules reviewed (quiet, in the lap or on the desk, own use only), the student will use the tool within the agreed rules at each check (quiet, in own space, not shown to peers) independently in at least 9 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected 3 times per week, 10 checks per lesson, 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 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.