Plan supports before a loud school event
When to use this goal
For students who know which events are hard (field day, concerts, pep rallies, class parties) but go in without a plan and leave or shut down. Fits students who can plan ahead with a visual or written guide, decided by present levels.
- Baseline
- Look back at recent events with the student and note what happened and what helped. Count only events that the student knew about ahead of time.
- Tips
- Planning gives the student control and makes adults' jobs easier. Review the plan after the event: what worked, what to change.
- Limits
- Events are irregular, so data builds slowly. The plan only helps if adults follow through on the supports chosen.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sen-023.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, a day or two before a scheduled loud or busy school event, the student will choose the supports they will use (such as headphones, a seat near the exit, a buddy or a break spot) on a planning sheet and tell an adult their plan with no adult prompts in at least 3 of 4 opportunities, across 3 consecutive months, as measured by direct observation collected before each scheduled event.
Baseline: 0 of 4 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
- 0 of 4 opportunities.
- Annual goal415 characters
- By the annual IEP review date, a day or two before a scheduled loud or busy school event, the student will choose the supports they will use (such as headphones, a seat near the exit, a buddy or a break spot) on a planning sheet and tell an adult their plan with no adult prompts in at least 3 of 4 opportunities, across 3 consecutive months, as measured by direct observation collected before each scheduled event.
- Timeframe
- By the annual IEP review date
- Condition
- A day or two before a scheduled loud or busy school event
- Behavior
- The student will choose the supports they will use (such as headphones, a seat near the exit, a buddy or a break spot) on a planning sheet and tell an adult their plan with no adult prompts
- Criteria
- In at least 3 of 4 opportunities, across 3 consecutive months
- Evaluation method
- Direct observation
- Schedule
- Before each scheduled event
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 3 of 4 opportunities
- Mastery rule:
- across 3 consecutive months
- Collection schedule:
- before each scheduled event
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, a day or two before a scheduled loud or busy school event, the student will choose the supports they will use (such as headphones, a seat near the exit, a buddy or a break spot) on a planning sheet and tell an adult their plan with no adult prompts in at least 3 of 4 opportunities, across 3 consecutive months, as measured by direct observation collected before each scheduled event.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.