Balance on one foot during classroom and PE activities
When to use this goal
For students who fall or grab for support when stepping into pants, putting on a shoe while standing, or doing one-foot activities in PE, and whose one-foot balance is well below classmates when timed. Base the choice on a timed trial on each foot during baseline.
- Baseline
- Time three trials on each foot on two days and record the best and the median; use the median for the baseline. Note which foot is weaker and whether the student holds the breath or locks the knee, which an adapted PE teacher or PT will want to address. Check footwear; slippery socks shorten every trial.
- Tips
- The classroom payoff is dressing, stairs, and PE participation; name one in present levels. Balance is easy to practice in short bursts at transitions (stand on one foot while waiting in line) and the PT can give the classroom staff two or three safe activities.
- Limits
- One-foot timing is a narrow measure; a student may hold a static pose and still fall when moving. Pair with a dynamic balance goal if walking on uneven ground or stairs is the concern. Students with orthopedic conditions need PT guidance on safe targets.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-gm-001.
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Goal
By the annual IEP review date, when asked to stand on one foot on a flat floor during PE or a therapy session, the student will independently stand on one foot without the other foot touching the floor and without holding on, with arms free for at least 8 seconds, on 3 consecutive weekly trials on each foot, as measured by duration recording collected weekly during PE or therapy.
Baseline: 2 seconds.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 to review
Review: Unit fits the behavior. Duration measures how long something lasts. The behavior should describe an ongoing activity.
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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 Gross Motor 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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Gross Motor Skills
- Baseline
- 2 seconds.
- Annual goal382 characters
- By the annual IEP review date, when asked to stand on one foot on a flat floor during PE or a therapy session, the student will independently stand on one foot without the other foot touching the floor and without holding on, with arms free for at least 8 seconds, on 3 consecutive weekly trials on each foot, as measured by duration recording collected weekly during PE or therapy.
- Timeframe
- By the annual IEP review date
- Condition
- When asked to stand on one foot on a flat floor during PE or a therapy session
- Behavior
- The student will independently stand on one foot without the other foot touching the floor and without holding on, with arms free
- Criteria
- For at least 8 seconds, on 3 consecutive weekly trials on each foot
- Evaluation method
- Duration recording
- Schedule
- Weekly during PE or therapy
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- for at least 8 seconds
- Mastery rule:
- on 3 consecutive weekly trials on each foot
- Collection schedule:
- weekly during PE or therapy
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, when asked to stand on one foot on a flat floor during PE or a therapy session, the student will independently stand on one foot without the other foot touching the floor and without holding on, with arms free for at least 8 seconds, on 3 consecutive weekly trials on each foot, as measured by duration recording collected weekly during PE or therapy.
| Date | Activity / context | Start time | End time | Duration (seconds) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
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 least the target (8 seconds).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.