Pack a sensory kit for the day
When to use this goal
For older students who rely on sensory tools but often arrive without them because an adult usually packs or keeps them. Present levels and the student's own tool list decide fit.
- Baseline
- Score the six steps for a week and check the kit in the morning. Ask the student which items they actually use; carry only those.
- Tips
- A small, discreet kit suits older students. Keep a backup set at school for days the kit is forgotten; access never depends on packing.
- Limits
- Home routines affect results; partner with the family. The goal does not cover using the tools.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sen-036.
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Goal
By the annual IEP review date, at the end of the school day, for the next day, the student will pack their sensory kit with the tools they use, following the kit checklist, performing at least 5 of 6 steps independently, on 4 of 5 school days, as measured by a task-analysis checklist collected daily at dismissal.
Baseline: 2 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 2 of 6 steps independently.
- Annual goal314 characters
- By the annual IEP review date, at the end of the school day, for the next day, the student will pack their sensory kit with the tools they use, following the kit checklist, performing at least 5 of 6 steps independently, on 4 of 5 school days, as measured by a task-analysis checklist collected daily at dismissal.
- Timeframe
- By the annual IEP review date
- Condition
- At the end of the school day, for the next day
- Behavior
- The student will pack their sensory kit with the tools they use, following the kit checklist
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at dismissal
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- on 4 of 5 school days
- Collection schedule:
- daily at dismissal
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the end of the school day, for the next day, the student will pack their sensory kit with the tools they use, following the kit checklist, performing at least 5 of 6 steps independently, on 4 of 5 school days, as measured by a task-analysis checklist collected daily at dismissal.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Check that headphones or earbuds are charged or have batteries | ||||||||
| 2. Pack the headphones | ||||||||
| 3. Pack a hand tool or other tactile tool | ||||||||
| 4. Pack sunglasses, a hat or other light support if used | ||||||||
| 5. Pack the self-advocacy or break card | ||||||||
| 6. Put the kit in the backpack | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.