Complete an obstacle course with over, under, and through
When to use this goal
For students who stop at each obstacle, use the wrong movement (walk around a hurdle instead of stepping over), or need a demonstration at every station, which shows weak motor planning. A course of four to six stations during baseline decides which movements belong on the list.
- Baseline
- Run the course twice after a demonstration and mark each station independent, prompted, or not completed. Separate 'did not know what to do' (motor planning) from 'could not do it' (strength or balance); the first improves with picture cards and practice, the second needs a skill goal. Keep the station order fixed.
- Tips
- Obstacle courses are standard PE and therapy activities, and classroom staff can build a simple one in a hallway. Change the stations to match the student's needs but keep the number and order stable for a reporting period. Spatial words (over, under, through) are taught at the same time.
- Limits
- Course difficulty varies with equipment; data are comparable only on the same course. Does not measure speed. Students who use mobility devices need stations designed with the PT.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-gm-017.
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Goal
By the annual IEP review date, given a 6-station obstacle course with a demonstration before starting, the student will complete each station using the movement shown after a demonstration, performing at least 5 of 6 steps independently, on 4 of 5 consecutive sessions, as measured by a task-analysis checklist collected weekly during PE or therapy.
Baseline: 2 of 6 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 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 of 6 steps independently.
- Annual goal349 characters
- By the annual IEP review date, given a 6-station obstacle course with a demonstration before starting, the student will complete each station using the movement shown after a demonstration, performing at least 5 of 6 steps independently, on 4 of 5 consecutive sessions, as measured by a task-analysis checklist collected weekly during PE or therapy.
- Timeframe
- By the annual IEP review date
- Condition
- Given a 6-station obstacle course with a demonstration before starting
- Behavior
- The student will complete each station using the movement shown after a demonstration
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly during PE or therapy
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 5 of 6 steps independently
- Mastery rule:
- on 4 of 5 consecutive sessions
- Collection schedule:
- weekly during PE or therapy
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a 6-station obstacle course with a demonstration before starting, the student will complete each station using the movement shown after a demonstration, performing at least 5 of 6 steps independently, on 4 of 5 consecutive sessions, as measured by a task-analysis checklist collected weekly during PE or therapy.
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. Steps over three low hurdles without knocking them down | ||||||||
| 2. Crawls under a table or bar without touching it | ||||||||
| 3. Crawls through a tunnel | ||||||||
| 4. Walks along a taped line or low beam | ||||||||
| 5. Jumps with two feet into and out of four hoops | ||||||||
| 6. Climbs onto and off a low mat or step | ||||||||
| 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: 5 of 6).
- 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.