Get ready for and ride a bike course
When to use this goal
For children who can pedal a little but need an adult for every part of a bike ride: putting on the helmet, getting on, starting, steering and stopping. Fits a tricycle, an adaptive bike, a balance bike or a two-wheel bike with or without training wheels; the bike the PT or adapted PE teacher chose and observed rides, not age, decide fit.
- Baseline
- Watch three rides and mark each step as done alone, with a cue, or with physical help. Note which bike and supports (foot straps, trunk support, training wheels) make pedaling possible; the bike setup is part of the condition, not something to fade. Check helmet fit before data begins.
- Tips
- Treat the helmet as a real step every time; it is the habit that carries to riding with family. Families often want bike riding for neighborhood play, so share the steps and the bike setup with them. Training wheels or an adaptive bike are fine long-term endpoints.
- Limits
- Covers a short closed course only; street riding and traffic rules are outside this goal. Bike and helmet fit change as the child grows; recheck each season. Not a measure of pedaling distance or endurance.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-gm-051.
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Goal
By the annual IEP review date, during outdoor play or adapted PE, given their bike and helmet and a flat paved course with two cones, the student will put on and buckle the helmet, get on the bike, pedal the course steering around the cones, stop at the line and park the bike, performing at least 7 of 8 steps independently, on 3 of 4 consecutive weekly rides, as measured by a task-analysis checklist collected weekly during outdoor play or adapted PE.
Baseline: 3 of 8 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
- 3 of 8 steps independently.
- Annual goal454 characters
- By the annual IEP review date, during outdoor play or adapted PE, given their bike and helmet and a flat paved course with two cones, the student will put on and buckle the helmet, get on the bike, pedal the course steering around the cones, stop at the line and park the bike, performing at least 7 of 8 steps independently, on 3 of 4 consecutive weekly rides, as measured by a task-analysis checklist collected weekly during outdoor play or adapted PE.
- Timeframe
- By the annual IEP review date
- Condition
- During outdoor play or adapted PE, given their bike and helmet and a flat paved course with two cones
- Behavior
- The student will put on and buckle the helmet, get on the bike, pedal the course steering around the cones, stop at the line and park the bike
- Criteria
- Performing at least 7 of 8 steps independently, on 3 of 4 consecutive weekly rides
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly during outdoor play or adapted PE
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 7 of 8 steps independently
- Mastery rule:
- on 3 of 4 consecutive weekly rides
- Collection schedule:
- weekly during outdoor play or adapted PE
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during outdoor play or adapted PE, given their bike and helmet and a flat paved course with two cones, the student will put on and buckle the helmet, get on the bike, pedal the course steering around the cones, stop at the line and park the bike, performing at least 7 of 8 steps independently, on 3 of 4 consecutive weekly rides, as measured by a task-analysis checklist collected weekly during outdoor play or adapted PE.
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. Put the helmet on level, with the front just above the eyebrows | ||||||||
| 2. Buckle the chin strap | ||||||||
| 3. Walk the bike to the start line | ||||||||
| 4. Get on and place both feet on the pedals | ||||||||
| 5. Push off and pedal forward | ||||||||
| 6. Steer around both cones | ||||||||
| 7. Stop at the finish line using the brakes or feet | ||||||||
| 8. Get off and park the bike in its spot | ||||||||
| 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: 7 of 8).
- 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.