Manage curbs with a cane or walker
When to use this goal
For students who walk on school floors with a cane or walker but need an adult to lift the device or hold them at curbs in the bus loop, parking lot or playground path. Observed curb attempts decide fit.
- Baseline
- Watch five curb attempts on the real curbs and score each as done alone, with a cue, or with physical help. Measure the curb height; most practice should start on a lower curb or a single step.
- Tips
- Use curb cuts and ramps where they exist; this goal is for the curbs the student cannot avoid. Adults position on the side the student is most likely to fall toward. Pair with a route goal for the whole bus loop.
- Limits
- Wet, icy or uneven curbs raise fall risk; record conditions. The goal does not cover street crossing judgment, which belongs to community safety goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-mob-014.
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Goal
By the annual IEP review date, when stepping on or off the curb between the bus loop and the sidewalk, the student will place the cane or walker, step up or down the curb with the leg the PT taught to lead, and regain balance before walking on with no adult contact in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected on five curbs a week.
Baseline: 1 of 5 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 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 5 opportunities.
- Annual goal393 characters
- By the annual IEP review date, when stepping on or off the curb between the bus loop and the sidewalk, the student will place the cane or walker, step up or down the curb with the leg the PT taught to lead, and regain balance before walking on with no adult contact in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected on five curbs a week.
- Timeframe
- By the annual IEP review date
- Condition
- When stepping on or off the curb between the bus loop and the sidewalk
- Behavior
- The student will place the cane or walker, step up or down the curb with the leg the PT taught to lead, and regain balance before walking on with no adult contact
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- On five curbs a week
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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- on five curbs a week
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when stepping on or off the curb between the bus loop and the sidewalk, the student will place the cane or walker, step up or down the curb with the leg the PT taught to lead, and regain balance before walking on with no adult contact in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected on five curbs a week.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.