Use a recreation center or gym on own
When to use this goal
For high school and transition students who want to use a community recreation center, YMCA-type facility, or school fitness room as adults, but need staff for every step. Base the choice on community instruction data. Students 18 to 21 fit the transition program.
- 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. Ask the center about memberships, reduced fees, and companion passes.
- Tips
- Teach equipment safety with the adapted PE teacher before independent use. Score from observation. Many centers offer companion passes for support staff.
- Limits
- Fees and transport affect access. Equipment safety is taught separately.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-lei-030.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during community outings to a recreation center or gym, the student will check in, store their things, use the equipment or activity they chose, clean up, and check out, performing at least 6 of 7 steps independently, across 4 consecutive visits, as measured by a task-analysis checklist collected at each visit.
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 goal343 characters
- By the annual IEP review date, during community outings to a recreation center or gym, the student will check in, store their things, use the equipment or activity they chose, clean up, and check out, performing at least 6 of 7 steps independently, across 4 consecutive visits, as measured by a task-analysis checklist collected at each visit.
- Timeframe
- By the annual IEP review date
- Condition
- During community outings to a recreation center or gym
- Behavior
- The student will check in, store their things, use the equipment or activity they chose, clean up, and check out
- Criteria
- Performing at least 6 of 7 steps independently, across 4 consecutive visits
- Evaluation method
- A task-analysis checklist
- Schedule
- At each visit
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:
- across 4 consecutive visits
- Collection schedule:
- at each visit
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during community outings to a recreation center or gym, the student will check in, store their things, use the equipment or activity they chose, clean up, and check out, performing at least 6 of 7 steps independently, across 4 consecutive visits, as measured by a task-analysis checklist collected at each visit.
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 in at the desk with a membership card or pass | ||||||||
| 2. Stores belongings in a locker and locks it | ||||||||
| 3. Goes to the chosen area (weights, pool, track, courts, class) | ||||||||
| 4. Uses the equipment or takes part in the activity following posted rules | ||||||||
| 5. Wipes down equipment or returns borrowed items | ||||||||
| 6. Gets belongings from the locker | ||||||||
| 7. Signs or checks out if the center requires it | ||||||||
| 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.