Set up a sensory-friendly desk space
When to use this goal
For students who have sensory supports in their plan (headphones, a seat cushion, a fidget, a low-glare spot) but wait for an adult to set them up, so work starts late or not at all. Present levels decide fit.
- Baseline
- Score the six steps at the start of five work periods. Ask the student which supports they actually want; a setup they did not choose is rarely used.
- Tips
- The student owns the setup. Supports can be adjusted at any time and are never taken away as a consequence. The checklist fades as the routine sticks.
- Limits
- Rooms without space for options limit the goal; plan with the teacher. The goal does not show whether the setup improved work; pair with a work goal if needed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sen-014.
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Goal
By the annual IEP review date, at the start of independent work time in the classroom, the student will set up their work space following the setup steps, performing at least 5 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected daily at one work period.
Baseline: 2 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 2 of 6 steps independently.
- Annual goal304 characters
- By the annual IEP review date, at the start of independent work time in the classroom, the student will set up their work space following the setup steps, performing at least 5 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected daily at one work period.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of independent work time in the classroom
- Behavior
- The student will set up their work space following the setup steps
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 observed days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at one work period
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- daily at one work period
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the start of independent work time in the classroom, the student will set up their work space following the setup steps, performing at least 5 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected daily at one work period.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Choose a seat from the spots in the plan (such as away from the door or window glare) | ||||||||
| 2. Get the seating tool they use (cushion, wobble stool or standing spot) | ||||||||
| 3. Get headphones or ear protection if the room is noisy | ||||||||
| 4. Place a hand fidget or other tool within reach | ||||||||
| 5. Clear the desk of things not needed for the work | ||||||||
| 6. Rate the setup as ready or ask for a change | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.