Finish a timed agility obstacle course
When to use this goal
For students who can do each obstacle on its own but move slowly from one to the next, stop to plan, or knock over cones. Fits once the student completes the course without help; the untimed obstacle course template comes first. Timed runs, not grade, decide fit.
- Baseline
- Time three runs after one walk-through and note where time is lost: planning pauses, the ladder footwork, or slowing on turns. Only count runs where every station was completed in order; add a short penalty rule for knocked cones and keep it the same all year.
- Tips
- Agility courses build the quick changes of direction used in tag, soccer and basketball. Keep the stations and spacing the same for data, and change them in practice so the skill generalizes. Let the student race their own last time.
- Limits
- A faster time can hide sloppy form; watch the footwork as well. The course measures agility in a planned setting, not reacting to other players. Recheck station spacing if the student grows a lot during the year.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-gm-054.
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Goal
By the annual IEP review date, during PE, on a five-station course of cone weave, agility ladder, hurdle step-overs, crawl under a bar and sprint to the finish, the student will independently move through every station in order without skipping an obstacle or knocking over a cone within 40 seconds, on 3 of 4 consecutive weekly probes, as measured by duration recording collected weekly during PE.
Baseline: 60 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
- 60 seconds.
- Annual goal398 characters
- By the annual IEP review date, during PE, on a five-station course of cone weave, agility ladder, hurdle step-overs, crawl under a bar and sprint to the finish, the student will independently move through every station in order without skipping an obstacle or knocking over a cone within 40 seconds, on 3 of 4 consecutive weekly probes, as measured by duration recording collected weekly during PE.
- Timeframe
- By the annual IEP review date
- Condition
- During PE, on a five-station course of cone weave, agility ladder, hurdle step-overs, crawl under a bar and sprint to the finish
- Behavior
- The student will independently move through every station in order without skipping an obstacle or knocking over a cone
- Criteria
- Within 40 seconds, on 3 of 4 consecutive weekly probes
- Evaluation method
- Duration recording
- Schedule
- Weekly during 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:
- within 40 seconds
- Mastery rule:
- on 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly during PE
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during PE, on a five-station course of cone weave, agility ladder, hurdle step-overs, crawl under a bar and sprint to the finish, the student will independently move through every station in order without skipping an obstacle or knocking over a cone within 40 seconds, on 3 of 4 consecutive weekly probes, as measured by duration recording collected weekly during PE.
| 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 or below the target (40 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.