Use stairs with the cane and handrail
When to use this goal
For students who use stairs at school or in the community and need a safe, consistent technique. Present levels in balance and cane use decide fit; the PT may be involved for students with motor needs.
- Baseline
- Observe the student on two different staircases, going up and down, and mark each step. Note whether steps have contrast markings for students with low vision.
- Tips
- Score up and down separately if the student's needs differ. Crowded stairs between classes are a later step; practice first when stairs are quiet.
- Limits
- Students with balance or motor needs may need a different method from the PT and O&M specialist together. The goal does not replace the O&M specialist's judgment about when the student is ready for a harder route or less supervision.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-om-011.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when reaching a staircase on a school route, the student will find the first step with the cane, find the handrail, and climb or descend the stairs, finding the landing with the cane, performing all 7 steps independently, on 4 consecutive O&M lessons, as measured by a task-analysis checklist collected during each O&M lesson.
Baseline: 3 of 7 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 Orientation & 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
- Vision, Hearing & Assistive Technology - Orientation & Mobility
- Baseline
- 3 of 7 steps independently.
- Annual goal357 characters
- By the annual IEP review date, when reaching a staircase on a school route, the student will find the first step with the cane, find the handrail, and climb or descend the stairs, finding the landing with the cane, performing all 7 steps independently, on 4 consecutive O&M lessons, as measured by a task-analysis checklist collected during each O&M lesson.
- Timeframe
- By the annual IEP review date
- Condition
- When reaching a staircase on a school route
- Behavior
- The student will find the first step with the cane, find the handrail, and climb or descend the stairs, finding the landing with the cane
- Criteria
- Performing all 7 steps independently, on 4 consecutive O&M lessons
- Evaluation method
- A task-analysis checklist
- Schedule
- During each O&M lesson
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 7 steps independently
- Mastery rule:
- on 4 consecutive O&M lessons
- Collection schedule:
- during each O&M lesson
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when reaching a staircase on a school route, the student will find the first step with the cane, find the handrail, and climb or descend the stairs, finding the landing with the cane, performing all 7 steps independently, on 4 consecutive O&M lessons, as measured by a task-analysis checklist collected during each O&M lesson.
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. Find the edge of the first step with the cane | ||||||||
| 2. Square off to the stairs | ||||||||
| 3. Find the handrail | ||||||||
| 4. Hold the cane in the position taught for stairs (vertical going up, ahead and below going down) | ||||||||
| 5. Climb or descend one step at a time, or alternating feet if taught | ||||||||
| 6. Find the landing when the cane no longer contacts a step | ||||||||
| 7. Clear the landing and resume the travel technique | ||||||||
| 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: 7 of 7).
- 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.