Walk on grass, gravel, and curbs without falling
When to use this goal
For students who walk well on smooth floors but trip on the playground field, stop at curbs, or need a hand on gravel paths, which limits recess, field trips, and community outings. Base the choice on observation on the school's outdoor surfaces during baseline.
- Baseline
- Observe five outdoor walks on the same route and record falls, stops, and hand holding; score curbs separately since they are the usual sticking point. Note footwear and whether the student looks down at the surface. The PT should check for orthotic needs if tripping is frequent.
- Tips
- Recess and the walk to the bus give daily opportunities. For older students, community-based instruction provides the real test. Pair with community safety goals (stopping at the curb, looking for cars) in the functional skills area.
- Limits
- Surfaces change with weather and season; note conditions. Students using mobility devices need the device mobility template with outdoor steps added. Does not measure walking distance or endurance.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-gm-024.
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Goal
By the annual IEP review date, when walking from the building across the grass field to the playground, the student will walk the route without falling or stopping, stepping up and down curbs with one foot leading independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly during recess or outdoor transitions.
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 goal392 characters
- By the annual IEP review date, when walking from the building across the grass field to the playground, the student will walk the route without falling or stopping, stepping up and down curbs with one foot leading independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly during recess or outdoor transitions.
- Timeframe
- By the annual IEP review date
- Condition
- When walking from the building across the grass field to the playground
- Behavior
- The student will walk the route without falling or stopping, stepping up and down curbs with one foot leading independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly observations
- Evaluation method
- Direct observation
- Schedule
- Weekly during recess or outdoor transitions
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 recess or outdoor transitions
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when walking from the building across the grass field to the playground, the student will walk the route without falling or stopping, stepping up and down curbs with one foot leading independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly during recess or outdoor transitions.
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.