Steer a wheelchair through classroom doorways
When to use this goal
For young wheelchair users who push in open spaces but bump door frames, get stuck on the hinge side or need an adult to line them up at each doorway. Use observed doorway passes, not grade, to decide fit.
- Baseline
- Record the first five doorway passes of the day for a week, marking each as clear, touched the frame, or needed an adult to line up. Note which side bumps; a hinge-side problem often means the student turns too early.
- Tips
- Pair practice with the routes the student uses every day so the data comes from real passes. Floor tape for the approach can fade once the student lines up on their own. Teach peers to give space at the door rather than pushing the chair through.
- Limits
- Narrow or heavy doors may need a building fix (a door opener, a wider frame) rather than more practice; report them to the team. The goal does not cover opening the door itself; pair it with a door-opening template if that is the barrier.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-mob-002.
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Goal
By the annual IEP review date, when entering or leaving the classroom, the restroom or a special-class room through a standard doorway, the student will line the wheelchair up with the opening and roll through without either wheel touching the door frame, with no adult touching the chair in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily during the first five doorway passes.
Baseline: 2 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 Functional Mobility.
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) - Functional Mobility
- Baseline
- 2 of 5 opportunities.
- Annual goal435 characters
- By the annual IEP review date, when entering or leaving the classroom, the restroom or a special-class room through a standard doorway, the student will line the wheelchair up with the opening and roll through without either wheel touching the door frame, with no adult touching the chair in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily during the first five doorway passes.
- Timeframe
- By the annual IEP review date
- Condition
- When entering or leaving the classroom, the restroom or a special-class room through a standard doorway
- Behavior
- The student will line the wheelchair up with the opening and roll through without either wheel touching the door frame, with no adult touching the chair
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- Daily during the first five doorway passes
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 4 of 5 observed days
- Collection schedule:
- daily during the first five doorway passes
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when entering or leaving the classroom, the restroom or a special-class room through a standard doorway, the student will line the wheelchair up with the opening and roll through without either wheel touching the door frame, with no adult touching the chair in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily during the first five doorway passes.
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.