Charge the power chair at dismissal
When to use this goal
For older power wheelchair users who drive well but rely on adults to remember charging, which leaves the chair low on battery the next day. For students working toward managing their own equipment as adults, decided by present levels rather than grade.
- Baseline
- Score the six steps at dismissal for one week. Ask the student what they do at home; some already manage charging there and only need a school routine. Note any step blocked by reach or grip.
- Tips
- Directing others is real independence: a student who cannot plug the charger in by hand still owns the routine by asking for it at the right time. This fits transition planning for adult equipment care and pairs well with self-advocacy goals about repairs.
- Limits
- Battery care rules come from the chair's maker and the vendor; follow them. The goal does not cover repairs or reporting faults; pair it with a reporting template if needed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-mob-008.
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Goal
By the annual IEP review date, at the end of the school day, before leaving the chair overnight at school or before the bus ride home, the student will charge the power wheelchair following the charging steps, performing all 6 steps independently, on 4 of 5 school days, as measured by a task-analysis checklist collected daily at dismissal.
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 goal341 characters
- By the annual IEP review date, at the end of the school day, before leaving the chair overnight at school or before the bus ride home, the student will charge the power wheelchair following the charging steps, performing all 6 steps independently, on 4 of 5 school days, as measured by a task-analysis checklist collected daily at dismissal.
- Timeframe
- By the annual IEP review date
- Condition
- At the end of the school day, before leaving the chair overnight at school or before the bus ride home
- Behavior
- The student will charge the power wheelchair following the charging steps
- Criteria
- Performing all 6 steps independently, on 4 of 5 school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at dismissal
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 school days
- Collection schedule:
- daily at dismissal
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the end of the school day, before leaving the chair overnight at school or before the bus ride home, the student will charge the power wheelchair following the charging steps, performing all 6 steps independently, on 4 of 5 school days, as measured by a task-analysis checklist collected daily at dismissal.
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. Drive to the charging spot | ||||||||
| 2. Turn the chair power off | ||||||||
| 3. Check the battery display and say or type the level | ||||||||
| 4. Plug the charger into the chair or ask a nearby adult to plug it in | ||||||||
| 5. Check that the charging light comes on | ||||||||
| 6. Tell staff or note in the log that the chair is charging | ||||||||
| 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.