Stand behind the safety line during batting games
When to use this goal
For students who walk into the swing zone, stand close to the batter, or run onto the field during throwing and striking games in PE or recess. Fit depends on PE observation, not grade. The adapted PE teacher should set the line distance.
- Baseline
- Record each peer turn during two or three PE classes: stayed behind the line, crossed it, or was moved by an adult. Note how far the student stands; some students cannot judge the swing zone, which may be a body-awareness need to raise with the OT or PT.
- Tips
- A spot to stand on makes the line concrete. Give the student a waiting job (counting outs, holding the next ball). Safety skills are targeted at every opportunity.
- Limits
- Lines move between games; mark them clearly each time. The goal does not replace the PE teacher's supervision of the swing zone.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-045.
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Goal
By the annual IEP review date, during a PE batting or striking game with a taped or coned safety line, the student will wait behind the safety line until it is their turn or the adult waves them forward independently in 6 of 6 opportunities, across 3 consecutive PE classes, as measured by direct observation collected each PE class with a batting or throwing game.
Baseline: 3 of 6 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 Safety Behaviors.
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
- Behavior & Classroom Expectations - Safety Behaviors
- Baseline
- 3 of 6 opportunities.
- Annual goal365 characters
- By the annual IEP review date, during a PE batting or striking game with a taped or coned safety line, the student will wait behind the safety line until it is their turn or the adult waves them forward independently in 6 of 6 opportunities, across 3 consecutive PE classes, as measured by direct observation collected each PE class with a batting or throwing game.
- Timeframe
- By the annual IEP review date
- Condition
- During a PE batting or striking game with a taped or coned safety line
- Behavior
- The student will wait behind the safety line until it is their turn or the adult waves them forward independently
- Criteria
- In 6 of 6 opportunities, across 3 consecutive PE classes
- Evaluation method
- Direct observation
- Schedule
- Each PE class with a batting or throwing game
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 6 of 6 opportunities
- Mastery rule:
- across 3 consecutive PE classes
- Collection schedule:
- each PE class with a batting or throwing game
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a PE batting or striking game with a taped or coned safety line, the student will wait behind the safety line until it is their turn or the adult waves them forward independently in 6 of 6 opportunities, across 3 consecutive PE classes, as measured by direct observation collected each PE class with a batting or throwing game.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.