Rate alertness on a three-level scale
When to use this goal
For students who have trouble noticing whether their body is running slow, just right or fast, and who are learning to rate their alertness. Present levels and the OT's choice of scale decide fit.
- Baseline
- At five check-ins, record whether the student gave a rating and a body clue (such as heavy eyes, fast heart, wiggly legs). Do not score whether the rating matches what adults think; the skill is noticing and naming.
- Tips
- Use the student's own words for the levels. Pair with a strategy goal once rating is steady. Avoid charts that label any level as bad.
- Limits
- Self-ratings cannot be checked against a true value; data shows the student is noticing, not that the rating is right. The goal does not include using a strategy.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sen-008.
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Goal
By the annual IEP review date, at scheduled check-ins (arrival, after recess, after lunch) with a three-level alertness scale, the student will rate their alertness by pointing to, saying or marking one level on the scale and name one body clue for it with no adult prompts in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily at three check-ins.
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 goal415 characters
- By the annual IEP review date, at scheduled check-ins (arrival, after recess, after lunch) with a three-level alertness scale, the student will rate their alertness by pointing to, saying or marking one level on the scale and name one body clue for it with no adult prompts in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily at three check-ins.
- Timeframe
- By the annual IEP review date
- Condition
- At scheduled check-ins (arrival, after recess, after lunch) with a three-level alertness scale
- Behavior
- The student will rate their alertness by pointing, saying or marking one level on the scale and name one body clue for it with no adult prompts
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily at three check-ins
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 at three check-ins
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, at scheduled check-ins (arrival, after recess, after lunch) with a three-level alertness scale, the student will rate their alertness by pointing to, saying or marking one level on the scale and name one body clue for it with no adult prompts in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily at three check-ins.
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.