Explain a sensory need to a new teacher
When to use this goal
For older students who have several teachers, substitutes or new staff each year and rely on the case manager to explain their sensory supports. Fits students who can explain with speech, a card or a device, decided by present levels.
- Baseline
- Ask the student what they say now and whether teachers listen. Plan practice with a trusted adult before real first days.
- Tips
- The student writes the card in their own words. Teachers should get the accommodations from the case manager too; the student's explanation adds a personal voice.
- Limits
- New-teacher moments are few, so data is slow. The school stays responsible for informing staff of accommodations.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sen-033.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, at the start of a new class, semester or school year, the student will tell or show the teacher one or two sensory needs and the supports that help, such as headphones or a seat near the door with no adult prompts in at least 3 of 4 opportunities, across 3 consecutive months, as measured by direct observation collected at each new teacher or substitute.
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 goal386 characters
- By the annual IEP review date, at the start of a new class, semester or school year, the student will tell or show the teacher one or two sensory needs and the supports that help, such as headphones or a seat near the door with no adult prompts in at least 3 of 4 opportunities, across 3 consecutive months, as measured by direct observation collected at each new teacher or substitute.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of a new class, semester or school year
- Behavior
- The student will tell or show the teacher one or two sensory needs and the supports that help, such as headphones or a seat near the door with no adult prompts
- Criteria
- In at least 3 of 4 opportunities, across 3 consecutive months
- Evaluation method
- Direct observation
- Schedule
- At each new teacher or substitute
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:
- at each new teacher or substitute
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, at the start of a new class, semester or school year, the student will tell or show the teacher one or two sensory needs and the supports that help, such as headphones or a seat near the door with no adult prompts in at least 3 of 4 opportunities, across 3 consecutive months, as measured by direct observation collected at each new teacher or substitute.
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.