Lift and carry boxes with safe form
When to use this goal
For students in stocking, warehouse or food service placements who lift by bending at the waist or carry loads too heavy for them. Present levels in motor skills decide supports; the PT or OT can advise on form. Safety makes every step the standard.
- Baseline
- Observe 3 lifts at the start of training with light boxes. Do not use heavy loads to test form.
- Tips
- The site sets the weight limit. Asking for help is a correct step. The PT or OT can adapt the steps for students with motor differences.
- Limits
- Does not replace the site's safety training or medical restrictions. Observed form may slip on busy days; keep spot-checking.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-056.
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Goal
By the annual IEP review date, during a stocking or receiving shift, when boxes need to be lifted and carried, the student will check the weight, lift with bent knees and a straight back, carry close to the body and set the box down safely, performing at least 6 of 7 steps independently, on 3 consecutive shifts, as measured by a task-analysis checklist collected at each shift, scoring three lifts.
Baseline: 2 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
- 2 of 7 steps independently.
- Annual goal400 characters
- By the annual IEP review date, during a stocking or receiving shift, when boxes need to be lifted and carried, the student will check the weight, lift with bent knees and a straight back, carry close to the body and set the box down safely, performing at least 6 of 7 steps independently, on 3 consecutive shifts, as measured by a task-analysis checklist collected at each shift, scoring three lifts.
- Timeframe
- By the annual IEP review date
- Condition
- During a stocking or receiving shift, when boxes need to be lifted and carried
- Behavior
- The student will check the weight, lift with bent knees and a straight back, carry close to the body and set the box down safely
- Criteria
- Performing at least 6 of 7 steps independently, on 3 consecutive shifts
- Evaluation method
- A task-analysis checklist
- Schedule
- At each shift, scoring three lifts
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 6 of 7 steps independently
- Mastery rule:
- on 3 consecutive shifts
- Collection schedule:
- at each shift, scoring three lifts
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a stocking or receiving shift, when boxes need to be lifted and carried, the student will check the weight, lift with bent knees and a straight back, carry close to the body and set the box down safely, performing at least 6 of 7 steps independently, on 3 consecutive shifts, as measured by a task-analysis checklist collected at each shift, scoring three lifts.
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. Tests the weight by tipping the box | ||||||||
| 2. Asks for help or a cart if the box is over the limit | ||||||||
| 3. Stands close with feet apart | ||||||||
| 4. Bends the knees and keeps the back straight | ||||||||
| 5. Holds the box close to the body | ||||||||
| 6. Turns with the feet, not by twisting | ||||||||
| 7. Sets the box down by bending 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: 6 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.