Follow a sensory schedule when the timer signals
When to use this goal
For students whose plan includes scheduled sensory activities through the day (heavy work, movement, deep pressure) and who now need an adult to start each one. Present levels and the OT's schedule decide fit.
- Baseline
- Track how many scheduled activities happened, who started them, and whether the student finished them. Check that the schedule fits the class day; activities set at impossible times will be skipped.
- Tips
- Real classroom jobs (carrying the lunch bin, stacking chairs) give heavy work with no stigma. The schedule is set with the OT and reviewed each month.
- Limits
- The goal tracks following the schedule, not whether each activity helped. Never remove scheduled activities as a consequence.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sen-017.
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Goal
By the annual IEP review date, when the timer or visual schedule signals a planned sensory activity, the student will go to the planned activity, carry out the heavy-work or movement job on the schedule (such as carrying books, pushing a cart or wall push-ups) and return with no adult prompts in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation 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. Direct observation 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 goal403 characters
- By the annual IEP review date, when the timer or visual schedule signals a planned sensory activity, the student will go to the planned activity, carry out the heavy-work or movement job on the schedule (such as carrying books, pushing a cart or wall push-ups) and return with no adult prompts in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily.
- Timeframe
- By the annual IEP review date
- Condition
- When the timer or visual schedule signals a planned sensory activity
- Behavior
- The student will go to the planned activity, carry out the heavy-work or movement job on the schedule (such as carrying books, pushing a cart or wall push-ups) and return with no adult prompts
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- 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:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when the timer or visual schedule signals a planned sensory activity, the student will go to the planned activity, carry out the heavy-work or movement job on the schedule (such as carrying books, pushing a cart or wall push-ups) and return with no adult prompts in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation 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.