Ask to move away from glare
When to use this goal
For students who squint, cover their eyes, put their head down or get headaches under bright lights or window glare, and who do not ask for a change. Present levels and the sensory or vision profile decide fit.
- Baseline
- Note five moments when the student showed light discomfort and what they did. Rule out vision needs with the school nurse or TVI if signs are strong.
- Tips
- Simple fixes (a seat away from the window, a lamp instead of overhead lights) help many students. Allow hats or tinted glasses where the plan says so.
- Limits
- Light sensitivity may have medical causes; refer as needed. The goal does not change the room on its own; staff must act on requests.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sen-020.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when working under bright overhead lights or near a sunny window, the student will ask to move seats, dim a light, close a blind or wear a hat or tinted glasses allowed by the plan, using words, a card or a device with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by frequency recording collected daily.
Baseline: 0 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. Frequency (event) 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
- 0 of 5 opportunities.
- Annual goal380 characters
- By the annual IEP review date, when working under bright overhead lights or near a sunny window, the student will ask to move seats, dim a light, close a blind or wear a hat or tinted glasses allowed by the plan, using words, a card or a device with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by frequency recording collected daily.
- Timeframe
- By the annual IEP review date
- Condition
- When working under bright overhead lights or near a sunny window
- Behavior
- The student will ask to move seats, dim a light, close a blind or wear a hat or tinted glasses allowed by the plan, using words, a card or a device with no adult prompts
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Frequency recording
- 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:
- across 3 consecutive weeks
- Collection schedule:
- daily
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, when working under bright overhead lights or near a sunny window, the student will ask to move seats, dim a light, close a blind or wear a hat or tinted glasses allowed by the plan, using words, a card or a device with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by frequency recording 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.