Unlock a door or padlock with a key
When to use this goal
For transition-age students who cannot line up a key, turn it with enough force, or pull it out, which blocks independence at home, a job, or a locker with a key lock. Fit depends on a trial with real locks, not grade.
- Baseline
- Score the steps on two or three locks the student actually needs. Note whether the problem is choosing the key, lining it up, or turning force.
- Tips
- Colored key caps are an easy, lasting support. Practice with the real lock when the family agrees. Combination locks are a separate goal (mt-fm-021).
- Limits
- Different locks feel very different; generalize to each one the student needs. Does not cover remembering to lock up.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-054.
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Goal
By the annual IEP review date, given a key ring and a practice door lock on a board, the student will unlock the lock following the key routine and lock it again, performing all 6 steps independently, across 4 consecutive sessions, as measured by a task-analysis checklist collected twice weekly.
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 goal296 characters
- By the annual IEP review date, given a key ring and a practice door lock on a board, the student will unlock the lock following the key routine and lock it again, performing all 6 steps independently, across 4 consecutive sessions, as measured by a task-analysis checklist collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a key ring and a practice door lock on a board
- Behavior
- The student will unlock the lock following the key routine and lock it again
- Criteria
- Performing all 6 steps independently, across 4 consecutive sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly
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:
- across 4 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a key ring and a practice door lock on a board, the student will unlock the lock following the key routine and lock it again, performing all 6 steps independently, across 4 consecutive sessions, as measured by a task-analysis checklist collected twice weekly.
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. Pick the correct key from the ring | ||||||||
| 2. Hold the key with the teeth facing the right way | ||||||||
| 3. Line up the key and push it fully into the lock | ||||||||
| 4. Turn the key until the lock opens | ||||||||
| 5. Turn the key back and pull it out | ||||||||
| 6. Put the keys away in the agreed place | ||||||||
| 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.