Follow the brace wearing schedule at school
When to use this goal
For students with a written wearing schedule for braces, splints or a spinal orthosis who forget or skip the times to put them on or take them off at school. Present levels and the schedule from the medical team, not grade, decide fit.
- Baseline
- For one to two weeks, compare the student's log with staff notes for each scheduled time and count the times the change was made within about ten minutes. Ask the student which times are hardest (often during favorite classes or lunch). Weight-bearing limits, wearing schedules and equipment settings come from the student's physician, orthotist or prosthetist and the PT plan, never from this goal.
- Tips
- Count each scheduled time as one opportunity. The schedule comes from the medical team and is attached to the health plan; the IEP goal teaches the student to follow it. A discreet alarm keeps reminders private.
- Limits
- The goal never sets or changes the wearing schedule. Students who find a brace painful or embarrassing may skip times for real reasons; talk with them and the medical team. It does not check skin or fit.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-meq-009.
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Goal
By the annual IEP review date, when a scheduled time to put on or take off their orthosis arrives during the school day, the student will go to the agreed private space and put on or take off the orthosis at the scheduled time, then mark it on their wearing log independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily, reviewing the wearing log weekly.
Baseline: 2 of 6 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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 opportunities.
- Annual goal422 characters
- By the annual IEP review date, when a scheduled time to put on or take off their orthosis arrives during the school day, the student will go to the agreed private space and put on or take off the orthosis at the scheduled time, then mark it on their wearing log independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily, reviewing the wearing log weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When a scheduled time to put on or take off their orthosis arrives during the school day
- Behavior
- The student will go to the agreed private space and put on or take off the orthosis at the scheduled time, then mark it on their wearing log independently
- Criteria
- In at least 5 of 6 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Daily, reviewing the wearing log weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 5 of 6 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- daily, reviewing the wearing log weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a scheduled time to put on or take off their orthosis arrives during the school day, the student will go to the agreed private space and put on or take off the orthosis at the scheduled time, then mark it on their wearing log independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily, reviewing the wearing log weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.