Climb the playground ladder and go down the slide
When to use this goal
For students who stand at the edge of the playground, need an adult to lift them onto equipment, or get stuck partway up a ladder, so recess is spent watching. Observation of two recess periods during baseline decides which equipment and steps belong on the list.
- Baseline
- Observe two or three recesses and mark each step independent, assisted, or not attempted; note refusals separately from inability. Match the step list to the actual equipment. The PT should check that the ladder rung spacing and slide height are reasonable for this student before setting the target.
- Tips
- Recess staff can mark the checklist in under a minute. Playground access is also a social goal; pair with a peer play goal if the student is isolated. Keep safety first; the adult stays nearby regardless of the independence level recorded.
- Limits
- Equipment varies between playgrounds; data from one structure do not transfer. Weather limits opportunities in some months. Does not measure swinging, monkey bars, or other equipment, which can be added as separate lists.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-gm-015.
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Goal
By the annual IEP review date, during recess on the school playground with the standard climbing structure, the student will complete the steps of climbing the ladder, crossing the platform, and going down the slide with the adult nearby, performing at least 6 of 7 steps independently, on 4 of 5 consecutive recess observations, as measured by a task-analysis checklist collected twice weekly at recess.
Baseline: 2 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 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
- 2 of 7 steps independently.
- Annual goal404 characters
- By the annual IEP review date, during recess on the school playground with the standard climbing structure, the student will complete the steps of climbing the ladder, crossing the platform, and going down the slide with the adult nearby, performing at least 6 of 7 steps independently, on 4 of 5 consecutive recess observations, as measured by a task-analysis checklist collected twice weekly at recess.
- Timeframe
- By the annual IEP review date
- Condition
- During recess on the school playground with the standard climbing structure
- Behavior
- The student will complete the steps of climbing the ladder, crossing the platform, and going down the slide with the adult nearby
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive recess observations
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly at recess
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 6 of 7 steps independently
- Mastery rule:
- on 4 of 5 consecutive recess observations
- Collection schedule:
- twice weekly at recess
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during recess on the school playground with the standard climbing structure, the student will complete the steps of climbing the ladder, crossing the platform, and going down the slide with the adult nearby, performing at least 6 of 7 steps independently, on 4 of 5 consecutive recess observations, as measured by a task-analysis checklist collected twice weekly at recess.
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 to the ladder and places both hands on the rails | ||||||||
| 2. Climbs the ladder alternating feet with hands on the rails | ||||||||
| 3. Steps onto the platform and lets go of the rails | ||||||||
| 4. Walks across the platform to the slide | ||||||||
| 5. Sits at the top of the slide with feet forward | ||||||||
| 6. Slides down and lands on the feet or bottom at the base | ||||||||
| 7. Moves away from the slide base | ||||||||
| 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 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.