Open a combination lock and locker
When to use this goal
Fits secondary students who cannot dial a combination with the precision needed, cannot coordinate pulling the shackle while holding the dial, or avoid the locker because it takes too long. Base the choice on timed trials on the actual lock.
- Baseline
- Run three trials on the actual locker and record each step as independent, prompted, or adult-completed, plus the time taken. Separate memory of the combination from the motor task by providing the combination on a card during baseline. If the student overshoots numbers on every trial, the dial precision is the problem and a different lock may be a better accommodation.
- Tips
- Practice before school or during a non-passing time so the student is not pressured by the crowd. Many schools can issue a key lock or an accessible locker; name that as the support if the team chooses it, and retire the goal once an alternative works.
- Limits
- The step list assumes a standard three-number dial lock; change the steps for a different lock type. Passing-period time pressure is not captured by a step count; add the 1-minute behavior if speed is the real issue.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-021.
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Goal
By the annual IEP review date, given the student's assigned locker with a built-in dial lock and the combination written on a card, the student will complete the steps of opening the lock and locker, performing all 6 steps independently, on 4 of 5 consecutive trials, as measured by a task-analysis checklist collected twice weekly at the locker for one week each month.
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 Fine Motor Skills.
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) - Fine Motor Skills
- Baseline
- 2 of 6 steps independently.
- Annual goal370 characters
- By the annual IEP review date, given the student's assigned locker with a built-in dial lock and the combination written on a card, the student will complete the steps of opening the lock and locker, performing all 6 steps independently, on 4 of 5 consecutive trials, as measured by a task-analysis checklist collected twice weekly at the locker for one week each month.
- Timeframe
- By the annual IEP review date
- Condition
- Given the student's assigned locker with a built-in dial lock and the combination written on a card
- Behavior
- The student will complete the steps of opening the lock and locker
- Criteria
- Performing all 6 steps independently, on 4 of 5 consecutive trials
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly at the locker for one week each month
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 6 steps independently
- Mastery rule:
- on 4 of 5 consecutive trials
- Collection schedule:
- twice weekly at the locker for one week each month
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given the student's assigned locker with a built-in dial lock and the combination written on a card, the student will complete the steps of opening the lock and locker, performing all 6 steps independently, on 4 of 5 consecutive trials, as measured by a task-analysis checklist collected twice weekly at the locker for one week each month.
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. Turns the dial clockwise at least two full turns to clear it | ||||||||
| 2. Stops on the first number | ||||||||
| 3. Turns counterclockwise past the first number and stops on the second number | ||||||||
| 4. Turns clockwise directly to the third number | ||||||||
| 5. Pulls the shackle or lifts the latch while holding the dial still | ||||||||
| 6. Opens the locker door and closes it after use | ||||||||
| 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 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.