Climb a cargo net or low climbing wall
When to use this goal
For students who freeze on climbing structures, use only arms, or cannot find foot holds, so they stay off the playground's climbing parts. Fit depends on a trial with spotting, not grade.
- Baseline
- Score the steps on two climbs with spotting. Fear and strength look alike; note hesitations and grip.
- Tips
- Low traverses build confidence with little height. Three points of contact is a lifelong safety habit.
- Limits
- Always spotted; never a goal that sends a student higher than is safe. Students with seizures or orthopedic needs need medical input.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-gm-046.
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Goal
By the annual IEP review date, on a playground cargo net 6 feet high with an adult spotting, the student will climb to the top of the net or along the wall following the climbing steps, performing all 6 steps independently, on 3 consecutive weekly checks, as measured by a task-analysis checklist collected weekly during PE or recess.
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 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 6 steps independently.
- Annual goal334 characters
- By the annual IEP review date, on a playground cargo net 6 feet high with an adult spotting, the student will climb to the top of the net or along the wall following the climbing steps, performing all 6 steps independently, on 3 consecutive weekly checks, as measured by a task-analysis checklist collected weekly during PE or recess.
- Timeframe
- By the annual IEP review date
- Condition
- On a playground cargo net 6 feet high with an adult spotting
- Behavior
- The student will climb to the top of the net or along the wall following the climbing steps
- Criteria
- Performing all 6 steps independently, on 3 consecutive weekly checks
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly during PE or 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 all 6 steps independently
- Mastery rule:
- on 3 consecutive weekly checks
- Collection schedule:
- weekly during PE or recess
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on a playground cargo net 6 feet high with an adult spotting, the student will climb to the top of the net or along the wall following the climbing steps, performing all 6 steps independently, on 3 consecutive weekly checks, as measured by a task-analysis checklist collected weekly during PE or 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. Hold on with both hands before stepping up | ||||||||
| 2. Place a foot on a hold or rope before moving a hand | ||||||||
| 3. Move one hand or foot at a time | ||||||||
| 4. Keep three points of contact while moving | ||||||||
| 5. Reach the top or the end of the traverse | ||||||||
| 6. Climb back down facing the net or wall | ||||||||
| 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.