Call and ride the school elevator
When to use this goal
For students who use a wheelchair, walker or crutches and travel between floors by elevator but need an adult to press buttons, hold the door or tell them when to exit. A task analysis on the real elevator decides fit.
- Baseline
- Score the seven steps on three elevator trips, marking each as done alone, with a cue or by an adult. Check whether the student can reach the buttons from their chair or device; a reach problem needs a reacher or a different position, not more practice.
- Tips
- Elevator independence is one of the biggest steps toward traveling with peers instead of an adult. If the school locks the elevator, the student needs a key or pass of their own. Teach what to do if the elevator stops between floors (press the call button, use the phone) as part of the routine.
- Limits
- The goal covers riding, not deciding when to use the elevator or the passing-time route. It does not replace the school's evacuation plan, since elevators are not used in a fire. Some elevators have buttons out of reach; report them.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-mob-007.
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Goal
By the annual IEP review date, when traveling between floors to reach a class on another level, the student will ride the elevator to the correct floor following the elevator steps, performing all 7 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected on each elevator trip, at least three times a week.
Baseline: 3 of 7 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
- 3 of 7 steps independently.
- Annual goal350 characters
- By the annual IEP review date, when traveling between floors to reach a class on another level, the student will ride the elevator to the correct floor following the elevator steps, performing all 7 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected on each elevator trip, at least three times a week.
- Timeframe
- By the annual IEP review date
- Condition
- When traveling between floors to reach a class on another level
- Behavior
- The student will ride the elevator to the correct floor following the elevator steps
- Criteria
- Performing all 7 steps independently, across 3 consecutive weeks
- Evaluation method
- A task-analysis checklist
- Schedule
- On each elevator trip, at least three times a week
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 7 steps independently
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- on each elevator trip, at least three times a week
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when traveling between floors to reach a class on another level, the student will ride the elevator to the correct floor following the elevator steps, performing all 7 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected on each elevator trip, at least three times a week.
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. Press the call button or use the key | ||||||||
| 2. Wait to the side of the doors | ||||||||
| 3. Enter when the doors are fully open | ||||||||
| 4. Turn or position to reach the floor buttons | ||||||||
| 5. Press the correct floor button | ||||||||
| 6. Wait until the doors open on the correct floor | ||||||||
| 7. Exit and clear the doorway | ||||||||
| 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: 7 of 7).
- 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.