Step inside the walker frame on hallway walks
When to use this goal
For students who walk with a posterior or anterior walker but push it far ahead, lean forward over it, or shuffle without stepping into the frame. The PT's gait observation, not grade, decides fit. Getting to class on time is a functional-mobility goal; this one is about the walking pattern itself.
- Baseline
- Watch five 50-foot walks across a week and score a walk as on-pattern when the student stays inside the frame and keeps the walker close for most of the distance. Note fatigue, time of day and footwear or brace use. Weight-bearing limits, wearing schedules and equipment settings come from the student's physician, orthotist or prosthetist and the PT plan, never from this goal.
- Tips
- Count each 50-foot walk as one opportunity. The PT sets the pattern for this student (step-to or step-through) and the classroom staff learn the same cue words. Practice on real school walks so the pattern carries over.
- Limits
- The template scores the walking pattern, not speed or endurance. A walker set at the wrong height produces a poor pattern that no cue will fix; check fit first. It does not cover curbs, ramps or stairs.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-meq-001.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a 50-foot hallway walk with the walker outside the classroom, the student will walk with the walker using the pattern the PT taught: move the walker a short distance, step into the frame with one foot, then the other, standing tall with no adult cues in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly probes, as measured by direct observation collected weekly during PT and on two classroom walks.
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 Mobility Equipment Use.
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) - Mobility Equipment Use
- Baseline
- 1 of 5 opportunities.
- Annual goal448 characters
- By the annual IEP review date, during a 50-foot hallway walk with the walker outside the classroom, the student will walk with the walker using the pattern the PT taught: move the walker a short distance, step into the frame with one foot, then the other, standing tall with no adult cues in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly probes, as measured by direct observation collected weekly during PT and on two classroom walks.
- Timeframe
- By the annual IEP review date
- Condition
- During a 50-foot hallway walk with the walker outside the classroom
- Behavior
- The student will walk with the walker using the pattern the PT taught: move the walker a short distance, step into the frame with one foot, then the other, standing tall with no adult cues
- Criteria
- In at least 4 of 5 opportunities, on 3 of 4 consecutive weekly probes
- Evaluation method
- Direct observation
- Schedule
- Weekly during PT and on two classroom walks
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:
- on 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly during PT and on two classroom walks
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a 50-foot hallway walk with the walker outside the classroom, the student will walk with the walker using the pattern the PT taught: move the walker a short distance, step into the frame with one foot, then the other, standing tall with no adult cues in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly probes, as measured by direct observation collected weekly during PT and on two classroom walks.
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.