Run the daily power chair safety check
When to use this goal
For power wheelchair users who drive well but do not notice low battery, loose parts or a freewheel lever left disengaged until something goes wrong. Present levels on the checklist, not grade, decide fit. Charging the chair is covered in a functional-mobility template; this is the check before driving.
- Baseline
- Score the steps on three mornings without prompting. Check which steps the student can reach and see; a step done by directing an adult (for example asking someone to check the casters) counts as independent when the student starts it. 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
- Directing others to do a step the student cannot reach is a real independence skill. Use the chair maker's terms on the checklist. Adults often keep power chairs for life, so the check carries into adult life.
- Limits
- The student reports problems; repairs are for the vendor or family. Some chairs have different controls; adapt the steps. It does not measure driving.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-meq-017.
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Goal
By the annual IEP review date, on arrival at school before driving to the first class, the student will check the power chair using the safety steps and tell an adult about any problem before driving, performing at least 6 of 7 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at arrival.
Baseline: 2 of 7 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 7 steps independently.
- Annual goal352 characters
- By the annual IEP review date, on arrival at school before driving to the first class, the student will check the power chair using the safety steps and tell an adult about any problem before driving, performing at least 6 of 7 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at arrival.
- Timeframe
- By the annual IEP review date
- Condition
- On arrival at school before driving to the first class
- Behavior
- The student will check the power chair using the safety steps and tell an adult about any problem before driving
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at arrival
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 6 of 7 steps independently
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily at arrival
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on arrival at school before driving to the first class, the student will check the power chair using the safety steps and tell an adult about any problem before driving, performing at least 6 of 7 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at arrival.
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. Read the battery gauge and say whether it is enough for the day | ||||||||
| 2. Check that both freewheel levers are set to drive | ||||||||
| 3. Check the seatbelt and any chest strap are fastened | ||||||||
| 4. Look at the tires and casters for flats or damage | ||||||||
| 5. Check that the joystick and its mount are tight | ||||||||
| 6. Set the chair to the indoor speed setting | ||||||||
| 7. Tell an adult about any problem found | ||||||||
| 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 7).
- 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.