Take off braces and check the skin
When to use this goal
For students who wear ankle-foot orthoses or other braces and have their skin checked by an adult at set times, and who are ready to take braces off and look for red marks themselves. The checklist and the student's reach, not grade, decide fit.
- Baseline
- Score the steps over three brace breaks with the nurse or PT. Ask the orthotist or PT which spots on this student's braces are most likely to rub. 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
- Do this in a private space. The skin check is a lifelong habit, so teach the student the words to describe what they see. Putting braces back on is covered in a functional-mobility template.
- Limits
- The student's check does not replace the adult check set by the medical team until the team says so. Students with reduced sensation in the feet may not feel rubbing, which makes the visual check essential. It does not cover hand splints or spinal braces.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-meq-008.
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Goal
By the annual IEP review date, at the scheduled brace break in the nurse's office, the student will take off their braces and check the skin following the brace and skin steps, telling an adult about any mark, performing at least 6 of 7 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected at each scheduled brace break.
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 goal364 characters
- By the annual IEP review date, at the scheduled brace break in the nurse's office, the student will take off their braces and check the skin following the brace and skin steps, telling an adult about any mark, performing at least 6 of 7 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected at each scheduled brace break.
- Timeframe
- By the annual IEP review date
- Condition
- At the scheduled brace break in the nurse's office
- Behavior
- The student will take off their braces and check the skin following the brace and skin steps, telling an adult about any mark
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 observed days
- Evaluation method
- A task-analysis checklist
- Schedule
- At each scheduled brace break
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 observed days
- Collection schedule:
- at each scheduled brace break
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the scheduled brace break in the nurse's office, the student will take off their braces and check the skin following the brace and skin steps, telling an adult about any mark, performing at least 6 of 7 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected at each scheduled brace break.
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. Sit on a supported chair or bench | ||||||||
| 2. Take off the shoe | ||||||||
| 3. Undo the straps, top strap first | ||||||||
| 4. Slide the foot out of the brace | ||||||||
| 5. Look at the heel, ankle bones and top of the foot, using a mirror for hidden spots | ||||||||
| 6. Press any red spot and note whether it fades | ||||||||
| 7. Tell the adult about any red mark that does not fade, a blister or pain | ||||||||
| 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.