Help with each step of the stander routine
When to use this goal
For young children who use a stander or other positioning equipment and are lifted in passively. The goal builds the child's active part in the move. The PT's plan and observed sessions decide fit.
- Baseline
- Score the five steps across three standing times, noting the child's own movements at each step. Ask the family how the child helps at home with lifts and car seats.
- Tips
- Even small active movements make lifts safer for staff and give the child a voice in their day. The last step matters: honor the request to come out whenever the plan allows. Place the stander where the child can see and join peers.
- Limits
- Standing time, straps and positions come from the PT and medical plan, not from this goal. The child's ability to help may change with tone, fatigue or health; record the day's context.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-mob-020.
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Goal
By the annual IEP review date, when moving into the stander at the scheduled standing time, the student will do their part of each step of the stander routine with one adult giving hands-on help only where the plan requires it, performing at least 4 of 5 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected at each standing time, at least three times a week.
Baseline: 1 of 5 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 5 steps independently.
- Annual goal406 characters
- By the annual IEP review date, when moving into the stander at the scheduled standing time, the student will do their part of each step of the stander routine with one adult giving hands-on help only where the plan requires it, performing at least 4 of 5 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected at each standing time, at least three times a week.
- Timeframe
- By the annual IEP review date
- Condition
- When moving into the stander at the scheduled standing time
- Behavior
- The student will do their part of each step of the stander routine with one adult giving hands-on help only where the plan requires it
- Criteria
- Performing at least 4 of 5 steps independently, across 3 consecutive weeks
- Evaluation method
- A task-analysis checklist
- Schedule
- At each standing time, 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 at least 4 of 5 steps independently
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- at each standing time, at least three times a week
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when moving into the stander at the scheduled standing time, the student will do their part of each step of the stander routine with one adult giving hands-on help only where the plan requires it, performing at least 4 of 5 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected at each standing time, 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. Show they are ready by looking at, reaching for or signing toward the stander | ||||||||
| 2. Lean forward and push through the feet when the adult lifts | ||||||||
| 3. Hold the tray or handgrip once standing | ||||||||
| 4. Bring the head up and hold it during strap fastening | ||||||||
| 5. Show when they want to come out using a sign, sound or device | ||||||||
| 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: 4 of 5).
- 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.