Use an alerting strategy when energy is low
When to use this goal
For students who become slow, sleepy or slumped during the day and miss instruction, and whose OT profile suggests alerting input helps. Present levels decide fit; rule out sleep and medical causes first.
- Baseline
- Log low-energy moments for a week, with the time of day and what happened. Patterns (after lunch, Mondays) can point to sleep, food or medication timing; share them with the family.
- Tips
- Under-responsive students are often missed because they are quiet. Strategies should be quick and allowed anywhere: water, standing, a short walk.
- Limits
- Low energy can come from sleep, illness, medication or hunger; the goal does not address causes. Check with the nurse and family.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sen-022.
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Goal
By the annual IEP review date, when the student rates their energy as low or shows signs listed in the plan (head down, slow responses), the student will use an alerting strategy from their list, such as a cold water drink, a fast movement break, a crunchy snack or standing to work with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, 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 goal417 characters
- By the annual IEP review date, when the student rates their energy as low or shows signs listed in the plan (head down, slow responses), the student will use an alerting strategy from their list, such as a cold water drink, a fast movement break, a crunchy snack or standing to work with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily.
- Timeframe
- By the annual IEP review date
- Condition
- When the student rates their energy as low or shows signs listed in the plan (head down, slow responses)
- Behavior
- The student will use an alerting strategy from their list, such as a cold water drink, a fast movement break, a crunchy snack or standing to work with no adult prompts
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- 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:
- across 3 consecutive weeks
- Collection schedule:
- daily
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when the student rates their energy as low or shows signs listed in the plan (head down, slow responses), the student will use an alerting strategy from their list, such as a cold water drink, a fast movement break, a crunchy snack or standing to work with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, 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.