Choose a strategy from a picture sensory menu
When to use this goal
For young students who use sensory strategies only when an adult picks one for them. Fits students who can choose between pictures, decided by present levels and the OT's menu.
- Baseline
- Offer the menu five times across a week and record whether the student chose and used a strategy, chose but did not use it, or did not choose. Note which strategies they pick; the menu should change based on that.
- Tips
- The OT builds the menu from the student's profile; the student's choices then shape it. Every strategy on the menu must be available right away.
- Limits
- Choosing a strategy does not show it helped; note what happened after. Menus can go stale; review them each month with the student.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sen-006.
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Goal
By the annual IEP review date, when an adult offers the sensory menu at a scheduled sensory time or after the student shows early signs, the student will choose one strategy from a menu of three or four pictures (such as wall push-ups, a squeeze ball, a quiet corner or a movement path) and use it with no adult prompts after the menu is offered in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily.
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. Opportunity (trial) 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 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
- 1 of 5 opportunities.
- Annual goal468 characters
- By the annual IEP review date, when an adult offers the sensory menu at a scheduled sensory time or after the student shows early signs, the student will choose one strategy from a menu of three or four pictures (such as wall push-ups, a squeeze ball, a quiet corner or a movement path) and use it with no adult prompts after the menu is offered in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily.
- Timeframe
- By the annual IEP review date
- Condition
- When an adult offers the sensory menu at a scheduled sensory time or after the student shows early signs
- Behavior
- The student will choose one strategy from a menu of three or four pictures (such as wall push-ups, a squeeze ball, a quiet corner or a movement path) and use it with no adult prompts after the menu is offered
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily
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:
- on 4 of 5 observed days
- Collection schedule:
- daily
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when an adult offers the sensory menu at a scheduled sensory time or after the student shows early signs, the student will choose one strategy from a menu of three or four pictures (such as wall push-ups, a squeeze ball, a quiet corner or a movement path) and use it with no adult prompts after the menu is offered in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily.
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.