Pedal a tricycle or adapted bike for a set distance
When to use this goal
For students who push a tricycle with their feet on the ground, cannot keep the feet on the pedals, or cannot steer while pedaling, so riding time at preschool is spent being pushed. Use a trial on the school's tricycle during baseline to decide whether foot straps or an adapted bike are needed.
- Baseline
- Try five trials on the course and record whether the student starts the pedals alone, keeps the feet on, and steers. Try foot straps on one day; if pedaling succeeds with straps, they are the support and the goal is pedaling with them. The PT should size the tricycle so the knees are not hitting the handlebars.
- Tips
- Outdoor play time gives daily practice in preschool. Pedaling builds reciprocal leg movement that supports stairs and running; name that link in present levels. Keep the course flat and the same length for data.
- Limits
- Tricycle fit matters more than skill for small students; check it first. Does not measure safety awareness (stopping, avoiding peers). Students with significant motor needs may use an adapted bike permanently, which is a fine endpoint.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-gm-016.
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Goal
By the annual IEP review date, given a tricycle on a flat paved area with a 30-foot course, the student will independently pedal the full course with the feet on the pedals and steer between the cones without stopping in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during outdoor play or PT.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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
- 1 of 5 opportunities.
- Annual goal373 characters
- By the annual IEP review date, given a tricycle on a flat paved area with a 30-foot course, the student will independently pedal the full course with the feet on the pedals and steer between the cones without stopping in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during outdoor play or PT.
- Timeframe
- By the annual IEP review date
- Condition
- Given a tricycle on a flat paved area with a 30-foot course
- Behavior
- The student will independently pedal the full course with the feet on the pedals and steer between the cones without stopping
- Criteria
- In at least 4 of 5 trials, across 3 consecutive weekly sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during outdoor play or PT
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 trials
- Mastery rule:
- across 3 consecutive weekly sessions
- Collection schedule:
- weekly during outdoor play or PT
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a tricycle on a flat paved area with a 30-foot course, the student will independently pedal the full course with the feet on the pedals and steer between the cones without stopping in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during outdoor play or PT.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.