Steer a power chair to a classroom spot
When to use this goal
For young power chair users who can start and stop but cannot yet steer to a chosen place in the classroom, so an adult drives or pushes them to centers and group areas. Present levels in practice sessions, not age, decide fit.
- Baseline
- Record five classroom moves a day for a week: steered alone, steered with words, or driven by an adult. Note the access method (joystick, head array, switches) and any fit concerns. 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
- Letting the child choose where to go builds both driving and choice making. An adult with the attendant stop switch stays near during every session. Stopping on cue is covered in a functional-mobility template.
- Limits
- Not for children whose access method is still being fitted. Classroom layout changes the task; keep routes clear. It does not cover hallway driving.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-meq-016.
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Goal
By the annual IEP review date, when the class moves to the group rug, a center or the sink, the student will steer the power chair around furniture and people to the named spot and stop there with no adult hands on the controls in at least 4 of 5 opportunities, on 3 of 4 consecutive observed days, as measured by direct observation collected daily during classroom transitions.
Baseline: 1 of 5 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
- 1 of 5 opportunities.
- Annual goal378 characters
- By the annual IEP review date, when the class moves to the group rug, a center or the sink, the student will steer the power chair around furniture and people to the named spot and stop there with no adult hands on the controls in at least 4 of 5 opportunities, on 3 of 4 consecutive observed days, as measured by direct observation collected daily during classroom transitions.
- Timeframe
- By the annual IEP review date
- Condition
- When the class moves to the group rug, a center or the sink
- Behavior
- The student will steer the power chair around furniture and people to the named spot and stop there with no adult hands on the controls
- Criteria
- In at least 4 of 5 opportunities, on 3 of 4 consecutive observed days
- Evaluation method
- Direct observation
- Schedule
- Daily during classroom 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 4 of 5 opportunities
- Mastery rule:
- on 3 of 4 consecutive observed days
- Collection schedule:
- daily during classroom transitions
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when the class moves to the group rug, a center or the sink, the student will steer the power chair around furniture and people to the named spot and stop there with no adult hands on the controls in at least 4 of 5 opportunities, on 3 of 4 consecutive observed days, as measured by direct observation collected daily during classroom 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 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.