Climb and descend stairs with a guide
When to use this goal
For students who walk with a guide on flat ground but stop, rush, or let go at stairs. Present levels in the basic guide grip and in stair skills from the O&M evaluation, not grade, decide fit.
- Baseline
- Observe three guided stair trips, up and down, and mark each step. Note whether going down is harder; many students hesitate more on descent.
- Tips
- Teach regular guides and peers the pause and spoken cue so every trip is practice. Pairs with ac-om-011 for stairs with a cane.
- Limits
- Guide technique affects the student's score; record only the student's steps. 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-036.
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Goal
By the annual IEP review date, when walking with a familiar guide to a set of school stairs with a handrail, the student will stop when the guide pauses at the stairs, find the handrail, and climb or descend one step behind the guide until the guide pauses at the landing, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected during each O&M lesson.
Baseline: 2 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 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
- 2 of 6 steps independently.
- Annual goal410 characters
- By the annual IEP review date, when walking with a familiar guide to a set of school stairs with a handrail, the student will stop when the guide pauses at the stairs, find the handrail, and climb or descend one step behind the guide until the guide pauses at the landing, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected during each O&M lesson.
- Timeframe
- By the annual IEP review date
- Condition
- When walking with a familiar guide to a set of school stairs with a handrail
- Behavior
- The student will stop when the guide pauses at the stairs, find the handrail, and climb or descend one step behind the guide until the guide pauses at the landing
- Criteria
- Performing all 6 steps independently, on 4 of 5 observed days
- 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 6 steps independently
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- during each O&M lesson
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when walking with a familiar guide to a set of school stairs with a handrail, the student will stop when the guide pauses at the stairs, find the handrail, and climb or descend one step behind the guide until the guide pauses at the landing, performing all 6 steps independently, on 4 of 5 observed days, 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. Stops when the guide pauses at the edge of the stairs | ||||||||
| 2. Steps up beside the guide and squares off to the stairs | ||||||||
| 3. Finds the handrail with the free hand | ||||||||
| 4. Stays one step behind the guide while climbing or descending | ||||||||
| 5. Stops when the guide pauses at the landing or the end of the stairs | ||||||||
| 6. Returns to the half step behind position and keeps walking | ||||||||
| 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: 6 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.