Go up and down stairs alternating feet
When to use this goal
For students who use two feet per step, lean heavily on the rail, or need an adult's hand on the school stairs, which slows transitions and raises fall risk in a crowd. Use observation on the school's actual stairs during baseline to decide the starting condition; descending is usually harder than ascending.
- Baseline
- Watch five stair transitions on the school's stairs and record ascending and descending separately: alternating or two feet per step, rail use, and any adult help. Time the student and a classmate once; the time gap is often what prompts the referral. Check whether a backpack changes the pattern.
- Tips
- Collect data on the real stairs during real transitions; a therapy staircase does not predict a crowded school stairwell. Agree with the classroom staff on who walks with the student and where they stand. Fade the adult before fading the rail.
- Limits
- Stair patterns vary with fatigue, footwear, and crowding. Students with orthopedic conditions may always use the rail, and that is a reasonable endpoint. Does not measure speed; add a duration measure if transition time is the issue.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-gm-003.
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Goal
By the annual IEP review date, when going up and down a flight of at least 8 stairs with a handrail during a class transition, the student will climb and descend the flight placing one foot on each step with one hand on the handrail in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly during a class transition on the stairs.
Baseline: 1 of 5 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. Direct observation 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 Gross Motor Skills.
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) - Gross Motor Skills
- Baseline
- 1 of 5 opportunities.
- Annual goal400 characters
- By the annual IEP review date, when going up and down a flight of at least 8 stairs with a handrail during a class transition, the student will climb and descend the flight placing one foot on each step with one hand on the handrail in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly during a class transition on the stairs.
- Timeframe
- By the annual IEP review date
- Condition
- When going up and down a flight of at least 8 stairs with a handrail during a class transition
- Behavior
- The student will climb and descend the flight placing one foot on each step with one hand on the handrail
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly observations
- Evaluation method
- Direct observation
- Schedule
- Weekly during a class transition on the stairs
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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weekly observations
- Collection schedule:
- weekly during a class transition on the stairs
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when going up and down a flight of at least 8 stairs with a handrail during a class transition, the student will climb and descend the flight placing one foot on each step with one hand on the handrail in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly during a class transition on the stairs.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.