Stand in a stander during table activities
When to use this goal
For young students who use a prone or supine stander as part of their PT plan and stand mainly in a separate area, or ask to come out soon after starting. Present levels and the PT's standing plan, not age, decide fit. Getting into the stander is covered in a functional-mobility template.
- Baseline
- Log minutes in the stander and the activity each day for a week, and note when and why the child asked to come out. Watch for signs of discomfort, which are a reason to stop and tell the PT. 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
- Bring the stander to where peers are playing rather than standing alone in a corner. A child who asks to come out is communicating; honor it and record it. The target never goes beyond the PT's standing plan.
- Limits
- Standing time is a medical and PT decision; this goal only supports the plan. Minutes do not show what the child learned during the activity. Not for children for whom standing is painful.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-meq-018.
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Goal
By the annual IEP review date, during a table activity with classmates, such as play dough, art or a sensory bin, the student will stand in the stander and take part in the class activity with their hands, staying in until the planned standing time ends with no added prompts for at least 25 minutes, on 4 of 5 observed days, as measured by duration recording collected daily during standing time.
Baseline: 10 minutes.
- 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. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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
- 10 minutes.
- Annual goal397 characters
- By the annual IEP review date, during a table activity with classmates, such as play dough, art or a sensory bin, the student will stand in the stander and take part in the class activity with their hands, staying in until the planned standing time ends with no added prompts for at least 25 minutes, on 4 of 5 observed days, as measured by duration recording collected daily during standing time.
- Timeframe
- By the annual IEP review date
- Condition
- During a table activity with classmates, such as play dough, art or a sensory bin
- Behavior
- The student will stand in the stander and take part in the class activity with their hands, staying in until the planned standing time ends with no added prompts
- Criteria
- For at least 25 minutes, on 4 of 5 observed days
- Evaluation method
- Duration recording
- Schedule
- Daily during standing time
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- for at least 25 minutes
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- daily during standing time
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during a table activity with classmates, such as play dough, art or a sensory bin, the student will stand in the stander and take part in the class activity with their hands, staying in until the planned standing time ends with no added prompts for at least 25 minutes, on 4 of 5 observed days, as measured by duration recording collected daily during standing time.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at least the target (25 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.