Ride an adaptive trike for PE laps
When to use this goal
For older students who ride an adaptive tricycle or hand cycle but stop after a short distance, which limits taking part in PE fitness and lifelong recreation. Fits students whose PT or adapted PE teacher has set up the bike; observed riding time, not grade, decides fit.
- Baseline
- Time continuous riding on three days and note why the student stops (tiredness, steering, losing interest, discomfort in the seat). Ask the student which riding they enjoy; recreation goals last when the student wants to keep riding outside school.
- Tips
- Adaptive cycling is a lifelong fitness option that many students keep after graduation. Link the goal to a community bike path or recreation program the family can use. Work up in time slowly and follow any medical activity limits.
- Limits
- Measures time riding, not distance or speed. Weather and the course change results; keep the loop the same for data. Fit, seating and pressure areas must be checked by the PT before longer rides.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-gm-052.
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Goal
By the annual IEP review date, during the fitness part of adapted PE, on the school track or a paved loop, the student will ride the adaptive tricycle or hand cycle continuously around the loop, steering and keeping a steady pace independently for at least 10 minutes, on 3 of 4 consecutive weekly sessions, as measured by duration recording collected weekly during adapted PE.
Baseline: 3 minutes.
- 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
- 3 minutes.
- Annual goal377 characters
- By the annual IEP review date, during the fitness part of adapted PE, on the school track or a paved loop, the student will ride the adaptive tricycle or hand cycle continuously around the loop, steering and keeping a steady pace independently for at least 10 minutes, on 3 of 4 consecutive weekly sessions, as measured by duration recording collected weekly during adapted PE.
- Timeframe
- By the annual IEP review date
- Condition
- During the fitness part of adapted PE, on the school track or a paved loop
- Behavior
- The student will ride the adaptive tricycle or hand cycle continuously around the loop, steering and keeping a steady pace independently
- Criteria
- For at least 10 minutes, on 3 of 4 consecutive weekly sessions
- Evaluation method
- Duration recording
- Schedule
- Weekly during adapted PE
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 10 minutes
- Mastery rule:
- on 3 of 4 consecutive weekly sessions
- Collection schedule:
- weekly during adapted PE
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during the fitness part of adapted PE, on the school track or a paved loop, the student will ride the adaptive tricycle or hand cycle continuously around the loop, steering and keeping a steady pace independently for at least 10 minutes, on 3 of 4 consecutive weekly sessions, as measured by duration recording collected weekly during adapted PE.
| Date | Activity / context | Start time | End time | Duration (minutes) | 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 (10 minutes).
- 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.