Put on and fasten a bike helmet
When to use this goal
For students who ride bikes, adapted bikes, or scooters at school or home and need an adult to put on and fasten the helmet. Present levels in fine motor skills and the OT's or adapted PE teacher's input decide fit.
- Baseline
- Score 3 riding sessions. A loose helmet does not protect, so the target is every step.
- Tips
- Magnetic buckles help students with fine motor needs. The adult checks every helmet before riding. Share the steps with the family.
- Limits
- Fit depends on helmet size and adjustment pads; an adult sets those. Does not measure riding safety.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-034.
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Goal
By the annual IEP review date, before riding a bike or adapted bike in adapted PE, the student will put on the helmet level on the head, fasten the buckle, and check the fit, performing all 5 steps independently, across 4 consecutive riding sessions, as measured by a task-analysis checklist collected at every riding session.
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 Community & Safety Skills.
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
- Functional & Independence Skills - Community & Safety Skills
- Baseline
- 1 of 5 steps independently.
- Annual goal326 characters
- By the annual IEP review date, before riding a bike or adapted bike in adapted PE, the student will put on the helmet level on the head, fasten the buckle, and check the fit, performing all 5 steps independently, across 4 consecutive riding sessions, as measured by a task-analysis checklist collected at every riding session.
- Timeframe
- By the annual IEP review date
- Condition
- Before riding a bike or adapted bike in adapted PE
- Behavior
- The student will put on the helmet level on the head, fasten the buckle, and check the fit
- Criteria
- Performing all 5 steps independently, across 4 consecutive riding sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- At every riding session
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 all 5 steps independently
- Mastery rule:
- across 4 consecutive riding sessions
- Collection schedule:
- at every riding session
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, before riding a bike or adapted bike in adapted PE, the student will put on the helmet level on the head, fasten the buckle, and check the fit, performing all 5 steps independently, across 4 consecutive riding sessions, as measured by a task-analysis checklist collected at every riding session.
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. Puts the helmet on with the front just above the eyebrows | ||||||||
| 2. Fastens the chin buckle until it clicks | ||||||||
| 3. Checks the strap is snug with room for one or two fingers | ||||||||
| 4. Checks the side straps sit just below the ears | ||||||||
| 5. Shakes the head to check the helmet stays put | ||||||||
| 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: 5 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.