Ask for a position change at school
When to use this goal
For students who spend most of the day in one seat, stander or wheelchair and rely on adults to notice when they need to move, often only after discomfort shows. Fits students who can ask with speech, a device, a sign or a gesture, decided by their communication and present levels.
- Baseline
- List the positioning times from the plan and record for one week whether the student asked, the adult offered first, or the change happened without asking. Ask the student and family how the student shows discomfort now.
- Tips
- The student's own body sense is the best signal; this goal moves control to them. Make sure every adult honors the request quickly, or the student will stop asking. Add positioning words to the student's AAC system.
- Limits
- The positioning schedule itself is set by the PT and medical team and continues whatever the student asks. Pressure care needs are not reduced by this goal. A student who cannot yet notice the need may start with choosing positions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-mob-019.
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Goal
By the annual IEP review date, when the student has been in one position for the time set in the positioning plan, the student will ask an adult for a position change or a specific piece of equipment using speech, a device, a sign or a gesture with no adult prompts in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by frequency recording collected daily.
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. Frequency (event) 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 goal376 characters
- By the annual IEP review date, when the student has been in one position for the time set in the positioning plan, the student will ask an adult for a position change or a specific piece of equipment using speech, a device, a sign or a gesture with no adult prompts in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by frequency recording collected daily.
- Timeframe
- By the annual IEP review date
- Condition
- When the student has been in one position for the time set in the positioning plan
- Behavior
- The student will ask an adult for a position change or a specific piece of equipment using speech, a device, a sign or a gesture with no adult prompts
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Frequency recording
- Schedule
- Daily
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 opportunities
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- daily
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, when the student has been in one position for the time set in the positioning plan, the student will ask an adult for a position change or a specific piece of equipment using speech, a device, a sign or a gesture with no adult prompts in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by frequency recording collected daily.
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.