Do their part during an assisted transfer
When to use this goal
For students who are lifted or transferred by adults (wheelchair to mat, stander or toilet) and who could do part of the work, such as reaching for a bar, bearing weight briefly, or leaning forward on cue. The PT's transfer plan sets which parts belong to the student; the plan and observed transfers, not grade, decide fit.
- Baseline
- Watch transfers across a week with the PT and mark which parts the student does now and which staff do for them. Ask the student which parts they want to do; some prefer to save energy for class. Only steps the PT has listed for this student count toward the total.
- Tips
- Doing part of a transfer keeps strength, gives the student control of their own body, and lowers the load on staff. Use the same words and count every time. Fit the list to the student: some students will only signal and lean, and that is a real gain.
- Limits
- Staff positions, lifts and the number of people needed come from the PT's plan and are never changed by this goal. Fatigue and pain vary day to day. Not a measure of independent transfers (see the transfer templates).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-mob-040.
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Goal
By the annual IEP review date, during a scheduled two-person or stand-pivot transfer from the wheelchair to the mat table, the student will do the parts of the transfer assigned to them in the plan, such as telling staff they are ready, leaning forward, reaching for the bar and bearing weight while the adult turns them with no adult cues beyond the count, performing at least 4 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected daily during scheduled transfers.
Baseline: 1 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
- 1 of 6 steps independently.
- Annual goal515 characters
- By the annual IEP review date, during a scheduled two-person or stand-pivot transfer from the wheelchair to the mat table, the student will do the parts of the transfer assigned to them in the plan, such as telling staff they are ready, leaning forward, reaching for the bar and bearing weight while the adult turns them with no adult cues beyond the count, performing at least 4 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected daily during scheduled transfers.
- Timeframe
- By the annual IEP review date
- Condition
- During a scheduled two-person or stand-pivot transfer from the wheelchair to the mat table
- Behavior
- The student will do the parts of the transfer assigned to them in the plan, such as telling staff they are ready, leaning forward, reaching for the bar and bearing weight while the adult turns them with no adult cues beyond the count
- Criteria
- Performing at least 4 of 6 steps independently, on 4 of 5 observed days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily during scheduled transfers
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 at least 4 of 6 steps independently
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- daily during scheduled transfers
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a scheduled two-person or stand-pivot transfer from the wheelchair to the mat table, the student will do the parts of the transfer assigned to them in the plan, such as telling staff they are ready, leaning forward, reaching for the bar and bearing weight while the adult turns them with no adult cues beyond the count, performing at least 4 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected daily during scheduled transfers.
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. Tell or signal staff they are ready to move | ||||||||
| 2. Help unbuckle or move a lap tray or armrest as the plan allows | ||||||||
| 3. Scoot or lean forward to the edge of the seat | ||||||||
| 4. Reach for the grab bar or the adult's shoulders as taught | ||||||||
| 5. Bear weight through the legs or arms during the turn | ||||||||
| 6. Help settle into the new seat by shifting back | ||||||||
| 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: 4 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.