Choose a seating option for each work block
When to use this goal
For students who work better with movement while seated or standing, and who now get assigned a seat rather than choosing what works. Present levels decide fit, and the classroom must offer options.
- Baseline
- Record five work blocks: the seat used, who chose it, and a quick student rating of how it worked. The ratings help the student and team learn which seats suit which work.
- Tips
- Flexible seating benefits many students; offering it to the class keeps it ordinary. The student's choice is respected unless there is a safety issue.
- Limits
- Rooms with no seating options make this goal impossible; that is a classroom change first. The goal does not measure work output.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sen-019.
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Goal
By the annual IEP review date, at the start of each independent or small-group work block, with seating options in the room, the student will choose a seating option (wobble stool, cushion, standing desk or floor spot) that they say fits the work, and use it for the block with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected at five work blocks a week.
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 goal428 characters
- By the annual IEP review date, at the start of each independent or small-group work block, with seating options in the room, the student will choose a seating option (wobble stool, cushion, standing desk or floor spot) that they say fits the work, and use it for the block with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected at five work blocks a week.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of each independent or small-group work block, with seating options in the room
- Behavior
- The student will choose a seating option (wobble stool, cushion, standing desk or floor spot) that they say fits the work, and use it for the block with no adult prompts
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- At five work blocks a week
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:
- across 3 consecutive weeks
- Collection schedule:
- at five work blocks a week
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, at the start of each independent or small-group work block, with seating options in the room, the student will choose a seating option (wobble stool, cushion, standing desk or floor spot) that they say fits the work, and use it for the block with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected at five work blocks a week.
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.