Line up a power chair for doorways
When to use this goal
For power wheelchair users who drive well in open hallways but clip door frames, approach doors at an angle or need several tries to get through. Observed driving at the student's real doorways, not grade, decides fit.
- Baseline
- Score six doorways a day for a week: through in one try without contact, or contact, several tries or adult help. Note which doors cause trouble and why (narrow, angled approach, heavy traffic). 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
- Each doorway is one opportunity. Ask the AT specialist or PT to check joystick sensitivity and speed settings; jerky starts often come from settings. Busy hallway driving is in a functional-mobility template; this one targets the doorway itself.
- Limits
- Narrow doors may be too tight for the chair; that is a facilities issue. The template does not measure reversing out of tight spaces or outdoor driving.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-meq-015.
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Goal
By the annual IEP review date, when driving through classroom doorways during transitions, the student will slow down, line the chair up straight with the opening, and drive through without touching the door frame, with no adult cues in at least 5 of 6 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily during transitions.
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 goal362 characters
- By the annual IEP review date, when driving through classroom doorways during transitions, the student will slow down, line the chair up straight with the opening, and drive through without touching the door frame, with no adult cues in at least 5 of 6 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily during transitions.
- Timeframe
- By the annual IEP review date
- Condition
- When driving through classroom doorways during transitions
- Behavior
- The student will slow down, line the chair up straight with the opening, and drive through without touching the door frame, with no adult cues
- Criteria
- In at least 5 of 6 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- Daily during transitions
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:
- on 4 of 5 observed days
- Collection schedule:
- daily during transitions
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when driving through classroom doorways during transitions, the student will slow down, line the chair up straight with the opening, and drive through without touching the door frame, with no adult cues in at least 5 of 6 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily during transitions.
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.