Walk continuously with a walker between classes
When to use this goal
For walker users who start a route well but stop to rest often, so they reach about half their destinations on foot. Fits when the PT agrees walking endurance is a reasonable aim, based on present levels rather than grade.
- Baseline
- Time three walks from the first step to the first rest stop, and record the distance covered if the route is marked. Watch for breathing, color and complaints of pain, and agree with the PT on when to stop.
- Tips
- Endurance gains show up as reaching more places on foot with peers. Keep a wheelchair or transport chair available for the rest of the day so walking practice does not cost learning time.
- Limits
- Not for students whose condition is progressive or whose energy must be saved for learning; the team picks access over walking. Duration does not capture gait quality. Distance could be recorded alongside on a marked route.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-mob-027.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during the passing period on the route between two classes, the student will walk with the walker at a steady pace without sitting down or stopping to rest, with no adult hands on the walker for at least 6 minutes, on 3 of 4 weekly timed walks, as measured by duration recording collected weekly.
Baseline: 2 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 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
- 2 minutes.
- Annual goal327 characters
- By the annual IEP review date, during the passing period on the route between two classes, the student will walk with the walker at a steady pace without sitting down or stopping to rest, with no adult hands on the walker for at least 6 minutes, on 3 of 4 weekly timed walks, as measured by duration recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During the passing period on the route between two classes
- Behavior
- The student will walk with the walker at a steady pace without sitting down or stopping to rest, with no adult hands on the walker
- Criteria
- For at least 6 minutes, on 3 of 4 weekly timed walks
- Evaluation method
- Duration recording
- Schedule
- Weekly
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 6 minutes
- Mastery rule:
- on 3 of 4 weekly timed walks
- Collection schedule:
- weekly
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during the passing period on the route between two classes, the student will walk with the walker at a steady pace without sitting down or stopping to rest, with no adult hands on the walker for at least 6 minutes, on 3 of 4 weekly timed walks, as measured by duration recording collected weekly.
| 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 (6 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.