Use the stairs safely with the handrail
When to use this goal
For students who run on stairs, skip steps, or slide down rails. Scores the stair routine as steps. Base the choice on a checklist on daily stair use. Students whose stair difficulty is motor (balance, alternating feet) need the PT and gross-motor goals instead or as well.
- Baseline
- Score 5 stair uses with the checklist. Note whether the student carries anything; a full backpack or a lunch tray changes the routine. Ask the PT to confirm that the student can use alternating feet with the rail.
- Tips
- Teach on an empty staircase and make holding the rail the first thing praised. Mastery is every step every time. Edit the steps for the building (stay left in some schools, a specific side for up and down).
- Limits
- Crowded staircases make the spacing step hard to judge; score when the group is spread out. Does not measure motor skill on stairs.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-020.
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Goal
By the annual IEP review date, when using the stairs with the class during transitions, the student will complete the stair routine steps, performing all 4 steps independently, on 5 of 5 consecutive scored stair uses, as measured by a task-analysis checklist collected daily, 1 to 2 stair uses.
Baseline: 2 of 4 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 Safety Behaviors.
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
- Behavior & Classroom Expectations - Safety Behaviors
- Baseline
- 2 of 4 steps independently.
- Annual goal294 characters
- By the annual IEP review date, when using the stairs with the class during transitions, the student will complete the stair routine steps, performing all 4 steps independently, on 5 of 5 consecutive scored stair uses, as measured by a task-analysis checklist collected daily, 1 to 2 stair uses.
- Timeframe
- By the annual IEP review date
- Condition
- When using the stairs with the class during transitions
- Behavior
- The student will complete the stair routine steps
- Criteria
- Performing all 4 steps independently, on 5 of 5 consecutive scored stair uses
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily, 1 to 2 stair uses
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 4 steps independently
- Mastery rule:
- on 5 of 5 consecutive scored stair uses
- Collection schedule:
- daily, 1 to 2 stair uses
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when using the stairs with the class during transitions, the student will complete the stair routine steps, performing all 4 steps independently, on 5 of 5 consecutive scored stair uses, as measured by a task-analysis checklist collected daily, 1 to 2 stair uses.
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. Walks (does not run) on the stairs | ||||||||
| 2. Holds the handrail with one hand | ||||||||
| 3. Takes one step at a time without skipping steps | ||||||||
| 4. Stays to the right and keeps a space from the person ahead | ||||||||
| 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 4).
- 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.