Climb school stairs with crutches and the rail
When to use this goal
For students using crutches after an injury or surgery, or long term, who need to reach classes upstairs. The PT's stair method and the student's observed attempts decide fit, not grade.
- Baseline
- Watch three stair trips and score each step. Note whether the student rushes when peers are behind; a fall risk in a crowd may mean using the stairs before passing time while skill builds.
- Tips
- For short-term crutch use, write this as part of a temporary plan with an elevator pass as the default until the PT clears stairs. Teach the student to ask peers for space and to wait for the crowd to pass.
- Limits
- Follows the PT's method for this student; weight-bearing limits from a doctor always come first. Stairs without a rail on the needed side change the method. The goal does not cover carrying items on stairs.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-mob-012.
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Goal
By the annual IEP review date, when going up and down one flight of school stairs with a handrail during a class change, the student will follow the PT's stair pattern going up and down the flight with no adult cues, performing all 6 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected on stair trips at least three times a week.
Baseline: 3 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
- 3 of 6 steps independently.
- Annual goal377 characters
- By the annual IEP review date, when going up and down one flight of school stairs with a handrail during a class change, the student will follow the PT's stair pattern going up and down the flight with no adult cues, performing all 6 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected on stair trips at least three times a week.
- Timeframe
- By the annual IEP review date
- Condition
- When going up and down one flight of school stairs with a handrail during a class change
- Behavior
- The student will follow the PT's stair pattern going up and down the flight with no adult cues
- Criteria
- Performing all 6 steps independently, across 3 consecutive weeks
- Evaluation method
- A task-analysis checklist
- Schedule
- On stair trips at least 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 all 6 steps independently
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- on stair trips at least three times a week
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when going up and down one flight of school stairs with a handrail during a class change, the student will follow the PT's stair pattern going up and down the flight with no adult cues, performing all 6 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected on stair trips at least 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. Hold the handrail with one hand and both crutches or one crutch with the other | ||||||||
| 2. Go up leading with the stronger leg | ||||||||
| 3. Bring the crutch and weaker leg up to the same step | ||||||||
| 4. Go down leading with the crutch and weaker leg | ||||||||
| 5. Bring the stronger leg down to the same step | ||||||||
| 6. Pause at the landing to reset grip before the next section | ||||||||
| 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 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.