Get ready for team practice on time
When to use this goal
For middle and high school students on a school or unified sports team who arrive late, forget gear, or miss the start of practice. Present levels decide fit. Coaches and the family share the routine.
- Baseline
- Observe the routine 3 or more times before setting a target. Mark each step as independent, done with a named prompt, or not done, and count only independent steps. Note which steps stop the activity from happening at all; teach those first. The coach can mark arrival time and gear on a simple form.
- Tips
- Score from the coach's notes and the checklist. A locker or cubby for gear helps. Unified sports teams welcome students of every ability.
- Limits
- Does not measure performance in the sport. Rides and family schedules matter for community leagues.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-lei-022.
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Goal
By the annual IEP review date, on practice days, from the last bell to the start of practice, the student will complete the practice-ready steps and reach the practice area by the start time, performing at least 6 of 7 steps independently, on 4 of 5 consecutive practices, as measured by a task-analysis checklist collected at each practice.
Baseline: 2 of 7 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 Leisure & Recreation.
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 - Leisure & Recreation
- Baseline
- 2 of 7 steps independently.
- Annual goal341 characters
- By the annual IEP review date, on practice days, from the last bell to the start of practice, the student will complete the practice-ready steps and reach the practice area by the start time, performing at least 6 of 7 steps independently, on 4 of 5 consecutive practices, as measured by a task-analysis checklist collected at each practice.
- Timeframe
- By the annual IEP review date
- Condition
- On practice days, from the last bell to the start of practice
- Behavior
- The student will complete the practice-ready steps and reach the practice area by the start time
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive practices
- Evaluation method
- A task-analysis checklist
- Schedule
- At each practice
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 at least 6 of 7 steps independently
- Mastery rule:
- on 4 of 5 consecutive practices
- Collection schedule:
- at each practice
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on practice days, from the last bell to the start of practice, the student will complete the practice-ready steps and reach the practice area by the start time, performing at least 6 of 7 steps independently, on 4 of 5 consecutive practices, as measured by a task-analysis checklist collected at each practice.
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. Checks the practice schedule in the morning | ||||||||
| 2. Packs gear (shoes, uniform or clothes, water bottle) from the checklist | ||||||||
| 3. Goes to the locker room after the last bell | ||||||||
| 4. Changes into practice clothes | ||||||||
| 5. Fills the water bottle | ||||||||
| 6. Arrives at the practice area by the start time | ||||||||
| 7. Checks in with the coach | ||||||||
| 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: 6 of 7).
- 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.