Park and fold the walker at the desk
When to use this goal
For students who walk to class with a folding walker but need an adult to fold it, store it and bring it back at the end of class. Present levels on the checklist, not grade, decide fit. Managing their own walker lets a student move with peers and leave class on time.
- Baseline
- Score the six steps in two or three classes over a week. Check that the release buttons fit the student's hand strength. Note where the walker can be stored in each room.
- Tips
- Sitting down and standing up are transfer skills; score them here only as part of the walker routine, and use a functional-mobility transfer goal if they need direct teaching. Agree on a storage spot in every class so the walker never blocks an aisle.
- Limits
- Only for folding walkers the student can safely operate. A student who cannot reach the walker from their seat needs a different storage plan. It does not measure walking.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-meq-003.
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Goal
By the annual IEP review date, when arriving at their seat in a general education classroom, the student will sit down, fold the walker, store it in its agreed spot and get it back out when it is time to leave, following the walker steps, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly at the start and end of class.
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 Mobility Equipment Use.
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) - Mobility Equipment Use
- Baseline
- 2 of 6 steps independently.
- Annual goal396 characters
- By the annual IEP review date, when arriving at their seat in a general education classroom, the student will sit down, fold the walker, store it in its agreed spot and get it back out when it is time to leave, following the walker steps, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly at the start and end of class.
- Timeframe
- By the annual IEP review date
- Condition
- When arriving at their seat in a general education classroom
- Behavior
- The student will sit down, fold the walker, store it in its agreed spot and get it back out when it is time to leave, following the walker steps
- Criteria
- Performing all 6 steps independently, on 4 of 5 observed days
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly at the start and end of class
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 observed days
- Collection schedule:
- twice weekly at the start and end of class
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when arriving at their seat in a general education classroom, the student will sit down, fold the walker, store it in its agreed spot and get it back out when it is time to leave, following the walker steps, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly at the start and end of class.
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. Walk to the chair and turn so the chair is behind | ||||||||
| 2. Reach back for the chair and sit down | ||||||||
| 3. Press the release buttons and fold the walker | ||||||||
| 4. Lean the folded walker in its storage spot where no one will trip | ||||||||
| 5. Get the walker and unfold it until both sides click | ||||||||
| 6. Stand up into the walker and check balance before walking | ||||||||
| 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.