Move loads safely with a hand truck
When to use this goal
For students in stocking, warehouse or custodial placements who move heavy loads. Present levels in motor planning and judgment decide supports; safety makes every step the standard. Powered equipment such as forklifts is out of scope.
- Baseline
- Observe the routine on at least 3 shifts before setting a target. Mark each step as independent (no supervisor prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice.
- Tips
- Teach on a practice route first. The supervisor confirms weight limits. Aim for every step on every load before the student moves loads alone.
- Limits
- Does not replace the site's safety training. Load size changes difficulty.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-047.
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Goal
By the annual IEP review date, during a stocking or receiving shift, given a cart or hand truck and boxes to move, the student will load the cart or hand truck safely, move it along the route and unload it without injury or damage, performing all 7 steps independently, on 3 consecutive shifts, as measured by a task-analysis checklist collected at each shift.
Baseline: 3 of 7 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 Vocational & Work Readiness.
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
- Transition & Postsecondary Skills - Vocational & Work Readiness
- Baseline
- 3 of 7 steps independently.
- Annual goal360 characters
- By the annual IEP review date, during a stocking or receiving shift, given a cart or hand truck and boxes to move, the student will load the cart or hand truck safely, move it along the route and unload it without injury or damage, performing all 7 steps independently, on 3 consecutive shifts, as measured by a task-analysis checklist collected at each shift.
- Timeframe
- By the annual IEP review date
- Condition
- During a stocking or receiving shift, given a cart or hand truck and boxes to move
- Behavior
- The student will load the cart or hand truck safely, move it along the route and unload it without injury or damage
- Criteria
- Performing all 7 steps independently, on 3 consecutive shifts
- Evaluation method
- A task-analysis checklist
- Schedule
- At each shift
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 all 7 steps independently
- Mastery rule:
- on 3 consecutive shifts
- Collection schedule:
- at each shift
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a stocking or receiving shift, given a cart or hand truck and boxes to move, the student will load the cart or hand truck safely, move it along the route and unload it without injury or damage, performing all 7 steps independently, on 3 consecutive shifts, as measured by a task-analysis checklist collected at each shift.
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. Checks the cart or hand truck for damage | ||||||||
| 2. Stacks heavy boxes on the bottom | ||||||||
| 3. Keeps the load below eye level so the path is visible | ||||||||
| 4. Pushes rather than pulls where possible | ||||||||
| 5. Slows and checks at corners and doorways | ||||||||
| 6. Stops for people in the path | ||||||||
| 7. Unloads by bending at the knees | ||||||||
| 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: 7 of 7).
- 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.