Attend an assembly with a sensory plan
When to use this goal
For students who skip assemblies or leave within minutes because of noise, crowding or lights, and who would like to attend with peers. Present levels and the student's own wishes decide fit; leaving remains an option in the plan.
- Baseline
- Record minutes at the last few assemblies, from entering to leaving, and what made the student leave. Ask the student what would help; their answer is often the plan. Short exit breaks within the time count as attending.
- Tips
- Attending is a choice: honor the exit pass and never use assemblies as a test. Preview the program and seat the student near an exit. A short exit break and return is a strategy, not a failure.
- Limits
- Duration does not show how the student experienced the event; ask them afterward. Some events will stay too much for some students, and attending another way (a livestream, a rehearsal) is a valid access plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sen-004.
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Goal
By the annual IEP review date, during a school assembly, with the student's plan in place (an end-of-row seat, headphones and an exit pass), the student will remain at the assembly using the parts of the plan they choose, such as headphones, the end seat or a short exit break with no adult prompts for at least 25 minutes, on 3 consecutive assemblies, as measured by duration recording collected at each assembly.
Baseline: 5 minutes.
- 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. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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 Sensory Processing & 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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Sensory Processing & Regulation
- Baseline
- 5 minutes.
- Annual goal414 characters
- By the annual IEP review date, during a school assembly, with the student's plan in place (an end-of-row seat, headphones and an exit pass), the student will remain at the assembly using the parts of the plan they choose, such as headphones, the end seat or a short exit break with no adult prompts for at least 25 minutes, on 3 consecutive assemblies, as measured by duration recording collected at each assembly.
- Timeframe
- By the annual IEP review date
- Condition
- During a school assembly, with the student's plan in place (an end-of-row seat, headphones and an exit pass)
- Behavior
- The student will remain at the assembly using the parts of the plan they choose, such as headphones, the end seat or a short exit break with no adult prompts
- Criteria
- For at least 25 minutes, on 3 consecutive assemblies
- Evaluation method
- Duration recording
- Schedule
- At each assembly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- for at least 25 minutes
- Mastery rule:
- on 3 consecutive assemblies
- Collection schedule:
- at each assembly
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during a school assembly, with the student's plan in place (an end-of-row seat, headphones and an exit pass), the student will remain at the assembly using the parts of the plan they choose, such as headphones, the end seat or a short exit break with no adult prompts for at least 25 minutes, on 3 consecutive assemblies, as measured by duration recording collected at each assembly.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at least the target (25 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.