Park at a desk and lock the brakes
When to use this goal
For young wheelchair users who arrive at their desk but stop at an angle, too far away to write, or with brakes off. A task analysis on the real desk or table shows which steps are missing; grade does not.
- Baseline
- Score the six steps on three days at the first work period, marking each as done alone, done with a cue, or done by an adult. Check the desk height first; a desk the chair cannot fit under makes step 2 impossible.
- Tips
- The payoff is writing, reaching materials and safe sitting, so name one in present levels. Keep a marker of the parking spot on the floor at first. The last step teaches the student to speak up about desk height, which carries into every new classroom.
- Limits
- Brake locking may need an extension lever for students with weak grip; the OT or PT can add one. The goal does not cover transfers out of the chair. A desk that does not fit the chair needs furniture, not practice.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-mob-004.
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Goal
By the annual IEP review date, when arriving at their desk or table at the start of a lesson, the student will park at the desk following the parking steps, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected daily at the first work period.
Baseline: 2 of 6 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 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 6 steps independently.
- Annual goal302 characters
- By the annual IEP review date, when arriving at their desk or table at the start of a lesson, the student will park at the desk following the parking steps, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected daily at the first work period.
- Timeframe
- By the annual IEP review date
- Condition
- When arriving at their desk or table at the start of a lesson
- Behavior
- The student will park at the desk following the parking steps
- Criteria
- Performing all 6 steps independently, on 4 of 5 observed days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at the first work period
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 all 6 steps independently
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- daily at the first work period
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when arriving at their desk or table at the start of a lesson, the student will park at the desk following the parking steps, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected daily at the first work period.
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. Approach the desk straight on | ||||||||
| 2. Stop with the front of the armrests near the desk edge | ||||||||
| 3. Line the chair up so the desk is centered | ||||||||
| 4. Lock the left brake | ||||||||
| 5. Lock the right brake | ||||||||
| 6. Check that hands reach the desk surface and ask for an adjustment if not | ||||||||
| 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 6).
- 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.