Travel a school route with a walker or wheelchair
When to use this goal
For students who use a walker, manual wheelchair, or power chair and need adult help for parts of a school route: doors, ramps, elevators, thresholds, or turning in tight spaces. A route observation during baseline, marking each step as independent or assisted, decides which steps go on the list.
- Baseline
- Observe the route three times and mark each step independent, assisted, or not done; time the trip too. Note the specific barriers (heavy doors, a threshold, a crowded hall) since some are facility fixes, not student goals. The PT should confirm the device fits and the brakes work before baseline.
- Tips
- Build the step list from this student's real route and device. Pair with a self-advocacy objective for asking a peer to hold a door. Report facility barriers to the building administrator rather than making the student compensate for them.
- Limits
- Routes differ; keep one fixed route for data and note others separately. Does not measure wheelchair skills in isolation (wheelies, curbs), which the PT may address in sessions. Power chair users have different steps from manual chair users.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-gm-005.
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Goal
By the annual IEP review date, when traveling from the classroom to the cafeteria using the student's mobility device, the student will complete the steps of the route, performing at least 7 of 8 steps independently, on 4 of 5 consecutive observed trips, as measured by a task-analysis checklist collected twice weekly on the fixed route.
Baseline: 3 of 8 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 Gross 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) - Gross Motor Skills
- Baseline
- 3 of 8 steps independently.
- Annual goal338 characters
- By the annual IEP review date, when traveling from the classroom to the cafeteria using the student's mobility device, the student will complete the steps of the route, performing at least 7 of 8 steps independently, on 4 of 5 consecutive observed trips, as measured by a task-analysis checklist collected twice weekly on the fixed route.
- Timeframe
- By the annual IEP review date
- Condition
- When traveling from the classroom to the cafeteria using the student's mobility device
- Behavior
- The student will complete the steps of the route
- Criteria
- Performing at least 7 of 8 steps independently, on 4 of 5 consecutive observed trips
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly on the fixed route
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 7 of 8 steps independently
- Mastery rule:
- on 4 of 5 consecutive observed trips
- Collection schedule:
- twice weekly on the fixed route
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when traveling from the classroom to the cafeteria using the student's mobility device, the student will complete the steps of the route, performing at least 7 of 8 steps independently, on 4 of 5 consecutive observed trips, as measured by a task-analysis checklist collected twice weekly on the fixed route.
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. Leaves the classroom through the doorway without hitting the frame | ||||||||
| 2. Travels the hallway staying to the right | ||||||||
| 3. Opens or activates the door (push plate, handle, or asks a peer) | ||||||||
| 4. Passes through the doorway before it closes | ||||||||
| 5. Goes up or down the ramp or uses the elevator, pressing the buttons | ||||||||
| 6. Turns into the destination doorway | ||||||||
| 7. Positions at the table or desk and sets the brakes | ||||||||
| 8. Stores the walker or adjusts the chair as taught | ||||||||
| 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 8).
- 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.