Report a blocked route or broken elevator
When to use this goal
For older students using any mobility device who meet blocked ramps, broken elevators or doors and either wait for an adult to notice or miss class. Fits students who can tell staff with speech, text, a device or a card, decided by communication and present levels.
- Baseline
- Barriers are not daily, so add planned practice: set up a blocked route with the PT or a role-play and record what the student does, then count real barriers as they happen. Ask the student about recent barriers and what they did.
- Tips
- This is self-advocacy for access and carries straight into adult life (reporting a broken lift at a train station). Make sure the report leads to a fix, or the student learns that speaking up does not work.
- Limits
- Real barriers are rare and uneven, so data builds slowly; planned practice fills the gap. The school stays responsible for keeping routes clear whatever the student reports.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-mob-035.
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Goal
By the annual IEP review date, when finding a blocked ramp, broken elevator, broken door opener or cluttered route at school, the student will tell a staff member or the main office what is blocked and where, and ask for help or another route with no adult prompts in at least 3 of 4 opportunities, across 3 consecutive months, as measured by frequency recording collected whenever a barrier happens, plus a monthly practice scenario.
Baseline: 0 of 4 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
- 0 of 4 opportunities.
- Annual goal434 characters
- By the annual IEP review date, when finding a blocked ramp, broken elevator, broken door opener or cluttered route at school, the student will tell a staff member or the main office what is blocked and where, and ask for help or another route with no adult prompts in at least 3 of 4 opportunities, across 3 consecutive months, as measured by frequency recording collected whenever a barrier happens, plus a monthly practice scenario.
- Timeframe
- By the annual IEP review date
- Condition
- When finding a blocked ramp, broken elevator, broken door opener or cluttered route at school
- Behavior
- The student will tell a staff member or the main office what is blocked and where, and ask for help or another route with no adult prompts
- Criteria
- In at least 3 of 4 opportunities, across 3 consecutive months
- Evaluation method
- Frequency recording
- Schedule
- Whenever a barrier happens, plus a monthly practice scenario
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 3 of 4 opportunities
- Mastery rule:
- across 3 consecutive months
- Collection schedule:
- whenever a barrier happens, plus a monthly practice scenario
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, when finding a blocked ramp, broken elevator, broken door opener or cluttered route at school, the student will tell a staff member or the main office what is blocked and where, and ask for help or another route with no adult prompts in at least 3 of 4 opportunities, across 3 consecutive months, as measured by frequency recording collected whenever a barrier happens, plus a monthly practice scenario.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.