Tell an adult when mobility equipment breaks
When to use this goal
For students who keep using a walker, brace, crutch or wheelchair with a problem (a loose strap, a squeaky or wobbly wheel, a low battery, a sore spot) without telling anyone. Present levels, not grade, decide fit. Accept any mode of telling: words, signs, a picture card or a device.
- Baseline
- Set up five planned, safe problems across two weeks (an undone strap, a missing tip cover, a flat-looking tire) and record whether the student reported it before an adult pointed it out. Add real problems to the count when they happen.
- Tips
- Only plant problems that are safe to use for a few moments. Teach the names of equipment parts so the student can say exactly what is wrong. Thank the student every time they report, even for a false alarm.
- Limits
- Real problems happen at random, so planned probes carry most of the data. The student reports; adults decide whether the equipment is safe to use. It does not cover fixing equipment.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-meq-020.
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Goal
By the annual IEP review date, when their mobility equipment has a problem during the school day, the student will stop and tell an adult what is wrong with the equipment, naming or showing the part before an adult notices in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, with planned problems during PT.
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. Opportunity (trial) recording 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 goal391 characters
- By the annual IEP review date, when their mobility equipment has a problem during the school day, the student will stop and tell an adult what is wrong with the equipment, naming or showing the part before an adult notices in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, with planned problems during PT.
- Timeframe
- By the annual IEP review date
- Condition
- When their mobility equipment has a problem during the school day
- Behavior
- The student will stop and tell an adult what is wrong with the equipment, naming or showing the part before an adult notices
- Criteria
- In at least 4 of 5 opportunities, on 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly, with planned problems during PT
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 weekly probes
- Collection schedule:
- weekly, with planned problems during PT
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when their mobility equipment has a problem during the school day, the student will stop and tell an adult what is wrong with the equipment, naming or showing the part before an adult notices in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, with planned problems during PT.
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.