Scoot back in an adaptive seat when cued
When to use this goal
For young students who slide forward or lean in an adaptive chair or classroom seat during lessons and need an adult to lift them back. Observed seating checks during lessons, not age, decide fit.
- Baseline
- Record five seating cues a day for a week, marking each as done alone, with a touch cue, or with a lift. Check the chair fit first; feet that do not reach a support make scooting back nearly impossible.
- Tips
- A good seated position frees the hands for play, drawing and eating. Fix the chair first (foot support, seat depth), then teach the scoot. Move toward the child noticing on their own.
- Limits
- Not for children whose tone or strength makes repositioning unsafe without help. Belts and supports set by the PT stay in place regardless of this goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-mob-022.
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Goal
By the annual IEP review date, when an adult gives the seating cue during a table activity, the student will push through the feet and hands to scoot back in the seat with hips against the backrest with no adult hands-on help in at least 4 of 5 opportunities, on 3 consecutive data days, as measured by opportunity-by-opportunity data collected daily during table work.
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. Opportunity (trial) 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 goal369 characters
- By the annual IEP review date, when an adult gives the seating cue during a table activity, the student will push through the feet and hands to scoot back in the seat with hips against the backrest with no adult hands-on help in at least 4 of 5 opportunities, on 3 consecutive data days, as measured by opportunity-by-opportunity data collected daily during table work.
- Timeframe
- By the annual IEP review date
- Condition
- When an adult gives the seating cue during a table activity
- Behavior
- The student will push through the feet and hands to scoot back in the seat with hips against the backrest with no adult hands-on help
- Criteria
- In at least 4 of 5 opportunities, on 3 consecutive data days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during table work
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 3 consecutive data days
- Collection schedule:
- daily during table work
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when an adult gives the seating cue during a table activity, the student will push through the feet and hands to scoot back in the seat with hips against the backrest with no adult hands-on help in at least 4 of 5 opportunities, on 3 consecutive data days, as measured by opportunity-by-opportunity data collected daily during table work.
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.