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Change for PE within the class time allowed

Unreviewed draft6-8Duration
Student reference

Use a generic label rather than a student's name. Review goals within your school's approved IEP system.

Current baseline

Sample numbers are illustrative. Set the baseline and target from the student's own assessment data and team judgment.

Condition

Setting, materials, or situation, such as a passage level or a work period.

Observable behavior

Something an adult can see, count, or time. Avoid “understand,” “improve,” or “know.”

Level of support

Say exactly what support counts, such as “with one verbal prompt.” Leave “independently” if none.

Criterion

How long a behavior lasts, from a defined start to a defined end.

Measurement method

The length of time a behavior lasts is timed from a defined start to a defined end.

Mastery rule
Timeframe and monitoring

You can type a date, such as “By May 15, 2027”.

Match the schedule to the skill. Fluency often uses weekly probes. Writing rubrics may be scored every few weeks.

Live goal preview

By the annual IEP review date, when given the signal to change into PE clothes in the locker room, the student will complete changing into PE clothes and storing school clothes in the assigned locker independently within 6 minutes, on 4 of 5 consecutive PE days, as measured by duration recording collected each PE class.

Baseline: 12 minutes.

  • Condition
  • Observable behavior
  • Criterion
  • Measurement method
Add objectivesMatching data sheet

Measurability check10 of 10 met

All structural checks are met.

  • Met: Observable behavior. The behavior is stated as an action.

  • Met: Condition. The goal states when or under what conditions the behavior occurs.

  • Met: Unit fits the behavior. Duration is a reasonable way to quantify this behavior.

  • Met: Explicit criterion. The success criterion is stated with a number and unit.

  • Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.

  • Met: Method produces the metric. Duration recording can produce duration data.

  • Met: Review timeframe. The goal includes a timeframe.

  • Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.

  • Met: Aligned with area of need. The wording still relates to Daily Living Skills.

  • Met: Level of support. The level of support is defined.

What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.

About this template
Level guidance
Fits middle school students who can change clothes but take much longer than the time allowed, missing class time or arriving late afterward. Present levels, timing data, and OT input on dressing, not grade, decide fit.
Baseline considerations
Time from the signal to when the student exits the changing area ready for class, on at least 3 PE days. Ask the PE teacher how long classmates typically take and how much time is scheduled.
Usage notes
Protect privacy: time the routine from outside the changing area (signal to exit) rather than observing the student change. Offer a private changing space if the student or family requests one. Simplify clothing (elastic waistbands, slip-on shoes) with the family if fasteners are slowing the student down.
Known limitations
Duration does not show which part of changing is slow. Data collection depends on staff who can respectfully time the routine; plan this with the PE teacher before starting.
Source
Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID fn-dl-006.

Short-term objectives (optional)

When are objectives required?

Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.

Build objectives by

Matching data sheet

Duration tracker. Your goal measures how long a behavior lasts, so the sheet records start and end times.

Duration tracker

Duration
Student label:
 
Target:
within 6 minutes
Mastery rule:
on 4 of 5 consecutive PE days
Collection schedule:
each PE class
Method:
Duration recording
Data collector:
 

Goal: By the annual IEP review date, when given the signal to change into PE clothes in the locker room, the student will complete changing into PE clothes and storing school clothes in the assigned locker independently within 6 minutes, on 4 of 5 consecutive PE days, as measured by duration recording collected each PE class.

Duration tracker
DateActivity / contextStart timeEnd timeDuration (minutes)Target durationSupport levele.g., independent, 1 verbal promptNotes

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 or below the target (6 minutes).
  • Note interruptions that weren't caused by the student.

The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.

Preview
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