Request sensory supports without a prompt
When to use this goal
For students who use sensory supports well when adults offer them but almost never ask on their own, so supports depend on an adult noticing. Present levels decide fit. A count of requests fits when needs are frequent through the day.
- Baseline
- Count unprompted requests per day for two weeks, and separately count supports adults offered. The gap shows how much the student still depends on adults noticing.
- Tips
- Honor every request so asking keeps working. More requests is the target here; if the student asks very often, look at the environment, not the student.
- Limits
- A request count does not show whether needs were met. The target depends on how often the student has needs; set it from baseline, not from a fixed number.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sen-027.
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Goal
By the annual IEP review date, during the school day in the general classroom, the student will ask for a sensory tool, break or change on their own, using words, a card or a device with no adult prompts at least 3 times per school day, on 4 of 5 school days, as measured by frequency recording collected daily.
Baseline: 0 times per school day.
- 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. Frequency 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 frequency 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 times per school day.
- Annual goal311 characters
- By the annual IEP review date, during the school day in the general classroom, the student will ask for a sensory tool, break or change on their own, using words, a card or a device with no adult prompts at least 3 times per school day, on 4 of 5 school days, as measured by frequency recording collected daily.
- Timeframe
- By the annual IEP review date
- Condition
- During the school day in the general classroom
- Behavior
- The student will ask for a sensory tool, break or change on their own, using words, a card or a device with no adult prompts
- Criteria
- At least 3 times per school day, on 4 of 5 school days
- Evaluation method
- Frequency recording
- Schedule
- Daily
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 3 times per school day
- Mastery rule:
- on 4 of 5 school days
- Collection schedule:
- daily
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during the school day in the general classroom, the student will ask for a sensory tool, break or change on their own, using words, a card or a device with no adult prompts at least 3 times per school day, on 4 of 5 school days, as measured by frequency recording collected daily.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per school day.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.