Set up a sensory-friendly job workstation
When to use this goal
For students 18 to 21 in work-based learning who do well at school with sensory supports but arrive at the job site without them, and who are learning to set up and request supports at work. Present levels decide fit.
- Baseline
- Score the six steps at three shifts, and walk the site with the student to find sensory barriers (machinery noise, lighting, smells, crowding). Check what the employer allows.
- Tips
- Asking for workplace adjustments is a self-advocacy skill the student will use for life. Practice the script before the first shift.
- Limits
- Employer safety rules come first (some sites do not allow earbuds). The goal does not cover job duties.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sen-015.
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Goal
By the annual IEP review date, at the start of a work-based learning shift, the student will set up their workstation following the job-site sensory steps, performing at least 5 of 6 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected at two shifts a week.
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 a work-based learning shift, the student will set up their workstation following the job-site sensory steps, performing at least 5 of 6 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected at two shifts a week.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of a work-based learning shift
- Behavior
- The student will set up their workstation following the job-site sensory steps
- Criteria
- Performing at least 5 of 6 steps independently, across 3 consecutive weeks
- Evaluation method
- A task-analysis checklist
- Schedule
- At two shifts a week
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:
- across 3 consecutive weeks
- Collection schedule:
- at two shifts a week
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the start of a work-based learning shift, the student will set up their workstation following the job-site sensory steps, performing at least 5 of 6 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected at two shifts a week.
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. Bring their sensory kit to the station | ||||||||
| 2. Put on ear protection or earbuds if allowed and needed | ||||||||
| 3. Adjust what they can, such as standing position, mat or light | ||||||||
| 4. Place a hand tool or other support within reach | ||||||||
| 5. Ask the supervisor for a change they need, using a script if helpful | ||||||||
| 6. Start the first job duty | ||||||||
| 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.