Wheel up and down the school ramp
When to use this goal
For manual wheelchair users who can push on level floors but need a push up the school ramp or let the chair run on the way down. The slope and length of the actual ramp, and observed attempts on it, decide fit.
- Baseline
- Watch five ramp attempts on the real ramp and record for each whether the student went up without rolling back and came down at a controlled speed. Note where the student stalls; stalling at the steepest part points to strength, stalling at the start to hand placement.
- Tips
- Safety comes first: an adult stays behind the chair on every ramp until the PT clears the student, whatever support level is recorded. Anti-tip bars and gloves make practice safer. For students who will never manage a long ramp, a different entrance or an elevator is a valid access plan.
- Limits
- Ramps that are steeper than access guidelines are a building problem, not a student skill gap. Weather (wet or icy ramps) changes the task; record it. Speed control on descent is hard to score; agree with the PT what controlled means for this student.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-mob-003.
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Goal
By the annual IEP review date, when using the ramp at the main entrance on arrival or dismissal, the student will propel up the full ramp without rolling back and come down with hands controlling the speed on the push rims, with no adult hands on the chair in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly with the PT and on daily arrival.
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 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
- 1 of 5 opportunities.
- Annual goal419 characters
- By the annual IEP review date, when using the ramp at the main entrance on arrival or dismissal, the student will propel up the full ramp without rolling back and come down with hands controlling the speed on the push rims, with no adult hands on the chair in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly with the PT and on daily arrival.
- Timeframe
- By the annual IEP review date
- Condition
- When using the ramp at the main entrance on arrival or dismissal
- Behavior
- The student will propel up the full ramp without rolling back and come down with hands controlling the speed on the push rims, with no adult hands on the chair
- Criteria
- In at least 4 of 5 trials, across 3 consecutive weekly sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly with the PT and on daily arrival
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 trials
- Mastery rule:
- across 3 consecutive weekly sessions
- Collection schedule:
- weekly with the PT and on daily arrival
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when using the ramp at the main entrance on arrival or dismissal, the student will propel up the full ramp without rolling back and come down with hands controlling the speed on the push rims, with no adult hands on the chair in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly with the PT and on daily arrival.
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.