Move a quad cane with the weaker leg
When to use this goal
For students who use a single-point or quad cane for balance and hold it on the wrong side, move it out of step, or carry it rather than use it. The PT's observation, not grade, decides fit. This is a support cane for balance, not the long white cane used for travel without vision.
- Baseline
- Watch six walks across a week and score each as on-pattern when the cane is on the correct side and moves with the weaker leg for most of the route. Note whether the student carries the cane when in a hurry. 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 walk as one opportunity. Students often stop using a cane in front of peers; talk with the student about when it matters most to them and build from there. The PT checks cane height and tip.
- Limits
- Not for travel by students with low vision or blindness; that is orientation and mobility. It scores pattern, not distance or speed. Curbs with a cane are covered in functional-mobility goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-meq-007.
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Goal
By the annual IEP review date, when walking from the classroom to the cafeteria with a quad cane, the student will hold the cane in the hand opposite the weaker leg and move the cane forward together with the weaker leg on each step with no adult cues in at least 5 of 6 opportunities, on 3 of 4 consecutive weekly probes, as measured by direct observation collected weekly on six observed walks.
Baseline: 2 of 6 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
- 2 of 6 opportunities.
- Annual goal396 characters
- By the annual IEP review date, when walking from the classroom to the cafeteria with a quad cane, the student will hold the cane in the hand opposite the weaker leg and move the cane forward together with the weaker leg on each step with no adult cues in at least 5 of 6 opportunities, on 3 of 4 consecutive weekly probes, as measured by direct observation collected weekly on six observed walks.
- Timeframe
- By the annual IEP review date
- Condition
- When walking from the classroom to the cafeteria with a quad cane
- Behavior
- The student will hold the cane in the hand opposite the weaker leg and move the cane forward together with the weaker leg on each step with no adult cues
- Criteria
- In at least 5 of 6 opportunities, on 3 of 4 consecutive weekly probes
- Evaluation method
- Direct observation
- Schedule
- Weekly on six observed 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 5 of 6 opportunities
- Mastery rule:
- on 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly on six observed walks
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when walking from the classroom to the cafeteria with a quad cane, the student will hold the cane in the hand opposite the weaker leg and move the cane forward together with the weaker leg on each step with no adult cues in at least 5 of 6 opportunities, on 3 of 4 consecutive weekly probes, as measured by direct observation collected weekly on six observed 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 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.