Stand up from a chair into a walker
When to use this goal
For young walker users who need an adult to lift them to standing from a classroom chair or bench before they can walk. A task analysis of the real sit-to-stand, not grade, shows which steps are ready to teach.
- Baseline
- Score the six steps on three days, marking each as done alone, with a cue, or with hands-on help. The PT sets the safe hand placement (armrests or walker); some walkers tip if pulled on.
- Tips
- Rising alone means the child can join a group activity when it starts instead of waiting for an adult. Use a chair with armrests and the right height at first. Classroom staff need the PT's training on the safe way to give help.
- Limits
- Not a fit when strength or tone changes make standing unsafe without equipment; the PT decides. The goal does not cover sitting down, which needs its own steps and may be harder.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-mob-011.
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Goal
By the annual IEP review date, when getting up from a classroom chair to walk to the next activity, the student will move from sitting to standing in the walker following the sit-to-stand steps, performing at least 5 of 6 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected three times a week.
Baseline: 1 of 6 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 Functional Mobility.
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) - Functional Mobility
- Baseline
- 1 of 6 steps independently.
- Annual goal341 characters
- By the annual IEP review date, when getting up from a classroom chair to walk to the next activity, the student will move from sitting to standing in the walker following the sit-to-stand steps, performing at least 5 of 6 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected three times a week.
- Timeframe
- By the annual IEP review date
- Condition
- When getting up from a classroom chair to walk to the next activity
- Behavior
- The student will move from sitting to standing in the walker following the sit-to-stand steps
- Criteria
- Performing at least 5 of 6 steps independently, across 3 consecutive weeks
- Evaluation method
- A task-analysis checklist
- Schedule
- Three times a week
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 5 of 6 steps independently
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- three times a week
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when getting up from a classroom chair to walk to the next activity, the student will move from sitting to standing in the walker following the sit-to-stand steps, performing at least 5 of 6 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected three times a week.
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. Scoot to the front of the seat | ||||||||
| 2. Place both feet flat on the floor | ||||||||
| 3. Place hands on the armrests or seat | ||||||||
| 4. Lean forward with nose over toes | ||||||||
| 5. Push up to standing | ||||||||
| 6. Move hands to the walker grips | ||||||||
| 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: 5 of 6).
- 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.