Use crutches on stairs without a rail
When to use this goal
For students who manage stairs with crutches and a handrail but meet stairs without a usable rail, such as bleachers, stage steps, a portable classroom or a community entrance. The PT's stair method and observed attempts, not grade, decide fit. Only for students the PT has cleared for rail-free stairs.
- Baseline
- Score the steps on therapy stairs, then on one real set of steps, with an adult guarding. Note any near loss of balance; stop and talk with the PT before going on. 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
- Teach going up first; going down is harder and riskier. Find the real rail-free steps on the student's routes and practice there once therapy stairs are steady. An elevator or ramp should stay available as the default.
- Limits
- Only for students cleared by the PT and physician; a fall on stairs can undo healing. Wet or crowded steps change the risk. Stairs with a rail are covered in a functional-mobility template.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-meq-005.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when going up and down 3 to 5 steps without a handrail on a school route, the student will go up and down the steps with both crutches following the PT's rail-free stair pattern with no adult cues, performing at least 6 of 7 steps independently, on 4 of 5 consecutive practice sessions, as measured by a task-analysis checklist collected twice weekly during PT and on real routes.
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 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
- 2 of 7 steps independently.
- Annual goal411 characters
- By the annual IEP review date, when going up and down 3 to 5 steps without a handrail on a school route, the student will go up and down the steps with both crutches following the PT's rail-free stair pattern with no adult cues, performing at least 6 of 7 steps independently, on 4 of 5 consecutive practice sessions, as measured by a task-analysis checklist collected twice weekly during PT and on real routes.
- Timeframe
- By the annual IEP review date
- Condition
- When going up and down 3 to 5 steps without a handrail on a school route
- Behavior
- The student will go up and down the steps with both crutches following the PT's rail-free stair pattern with no adult cues
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive practice sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly during PT and on real routes
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 practice sessions
- Collection schedule:
- twice weekly during PT and on real routes
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when going up and down 3 to 5 steps without a handrail on a school route, the student will go up and down the steps with both crutches following the PT's rail-free stair pattern with no adult cues, performing at least 6 of 7 steps independently, on 4 of 5 consecutive practice sessions, as measured by a task-analysis checklist collected twice weekly during PT and on real routes.
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. Stand close to the bottom step with both crutches beside the feet | ||||||||
| 2. Going up: step up with the stronger leg | ||||||||
| 3. Bring both crutches and the weaker leg up to the same step | ||||||||
| 4. Going down: place both crutches on the step below | ||||||||
| 5. Step down with the weaker leg, then the stronger leg | ||||||||
| 6. Check balance on each step before moving on | ||||||||
| 7. Stop on the landing or ground and reset grip | ||||||||
| 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.