Drive a power wheelchair through a busy hallway
When to use this goal
For power wheelchair users who drive well in open space but stop, swerve or bump people when the hallway fills during passing time. The student's driving in the real hallway at its busiest, not grade, decides fit.
- Baseline
- Observe six class changes, counting each one where the student made no contact and kept to the side. Write down where problems happen (corners, door openings, near lockers) and the speed setting in use.
- Tips
- Older students often want to travel with friends, not an adult; plan to fade the adult early once driving is safe. Early release from class is a valid accommodation alongside this goal. The PT or AT specialist checks joystick placement and speed settings before practice.
- Limits
- The goal assumes the chair and controls are a good fit; a poor joystick position looks like poor driving. It does not cover outdoor driving, curbs or slopes. Crowded halls also depend on peers; a school culture of giving space matters.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-mob-005.
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Goal
By the annual IEP review date, during passing time in the main hallway between classes, the student will drive the power wheelchair from one classroom door to the next, keeping to the right and slowing near people, without touching people or bumping into walls and lockers, with no adult cues in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected on six class changes a week.
Baseline: 2 of 6 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 6 opportunities.
- Annual goal427 characters
- By the annual IEP review date, during passing time in the main hallway between classes, the student will drive the power wheelchair from one classroom door to the next, keeping to the right and slowing near people, without touching people or bumping into walls and lockers, with no adult cues in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected on six class changes a week.
- Timeframe
- By the annual IEP review date
- Condition
- During passing time in the main hallway between classes
- Behavior
- The student will drive the power wheelchair from one classroom door to the next, keeping to the right and slowing near people, without touching people or bumping into walls and lockers, with no adult cues
- Criteria
- In at least 5 of 6 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- On six class changes a week
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 5 of 6 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- on six class changes a week
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during passing time in the main hallway between classes, the student will drive the power wheelchair from one classroom door to the next, keeping to the right and slowing near people, without touching people or bumping into walls and lockers, with no adult cues in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected on six class changes a week.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.