Act on two-part movement directions in PE
When to use this goal
For young students who do the first movement and then stop or wander when PE directions have two parts (hop to the cone, then sit on your spot). The movements must be ones the student can do. Present levels, not grade, decide the movements used.
- Baseline
- Plan six two-part directions in one class and record each as both, first only, or neither. Use movements the student does reliably.
- Tips
- Adapted PE teachers can build these into warm-ups. Allow any way of moving that fits the student. Count only directions given to the student's group.
- Limits
- Motor difficulty can look like a directions problem; check the movements alone first. Does not measure motor quality.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-dir-031.
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Goal
By the annual IEP review date, during PE or adapted PE when the teacher gives a two-part movement direction to the group, the student will do both movements in order independently in at least 5 of 6 opportunities, on 3 of 4 consecutive PE classes, as measured by direct observation collected each PE class.
Baseline: 2 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 Following Multi-Step Directions.
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
- Executive Function - Following Multi-Step Directions
- Baseline
- 2 of 6 opportunities.
- Annual goal306 characters
- By the annual IEP review date, during PE or adapted PE when the teacher gives a two-part movement direction to the group, the student will do both movements in order independently in at least 5 of 6 opportunities, on 3 of 4 consecutive PE classes, as measured by direct observation collected each PE class.
- Timeframe
- By the annual IEP review date
- Condition
- During PE or adapted PE when the teacher gives a two-part movement direction to the group
- Behavior
- The student will do both movements in order independently
- Criteria
- In at least 5 of 6 opportunities, on 3 of 4 consecutive PE classes
- Evaluation method
- Direct observation
- Schedule
- Each PE class
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 5 of 6 opportunities
- Mastery rule:
- on 3 of 4 consecutive PE classes
- Collection schedule:
- each PE class
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during PE or adapted PE when the teacher gives a two-part movement direction to the group, the student will do both movements in order independently in at least 5 of 6 opportunities, on 3 of 4 consecutive PE classes, as measured by direct observation collected each PE class.
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.