Join recess games in a gait trainer
When to use this goal
For students who walk in a gait trainer for short indoor distances and spend recess or PE seated while peers play. Present levels and the PT's plan for gait trainer time, not grade, decide fit.
- Baseline
- Time active walking in the gait trainer across three recesses, stopping the clock when an adult pushes or the child is resting. Note the surface and weather. Weight-bearing limits, wearing schedules and equipment settings come from the student's physician, orthotist or prosthetist and the PT plan, never from this goal.
- Tips
- Recess is where peers are, so walking there pays off socially as well as physically. Plan rest breaks in a spot near friends, not apart. Choose smooth surfaces first.
- Limits
- Time in the trainer follows the PT plan and the child's fatigue. Grass and gravel make walking much harder and are a later step. It does not measure the walking pattern.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-meq-019.
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Goal
By the annual IEP review date, during recess on the blacktop or a smooth playground path, the student will walk in the gait trainer to join the game or follow peers, taking steps and changing direction on their own with no adult pushing the trainer for at least 12 minutes, on 3 of 4 consecutive observed days, as measured by duration recording collected twice weekly at recess or PE.
Baseline: 4 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 Mobility Equipment Use.
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) - Mobility Equipment Use
- Baseline
- 4 minutes.
- Annual goal384 characters
- By the annual IEP review date, during recess on the blacktop or a smooth playground path, the student will walk in the gait trainer to join the game or follow peers, taking steps and changing direction on their own with no adult pushing the trainer for at least 12 minutes, on 3 of 4 consecutive observed days, as measured by duration recording collected twice weekly at recess or PE.
- Timeframe
- By the annual IEP review date
- Condition
- During recess on the blacktop or a smooth playground path
- Behavior
- The student will walk in the gait trainer to join the game or follow peers, taking steps and changing direction on their own with no adult pushing the trainer
- Criteria
- For at least 12 minutes, on 3 of 4 consecutive observed days
- Evaluation method
- Duration recording
- Schedule
- Twice weekly at recess or 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 12 minutes
- Mastery rule:
- on 3 of 4 consecutive observed days
- Collection schedule:
- twice weekly at recess or PE
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during recess on the blacktop or a smooth playground path, the student will walk in the gait trainer to join the game or follow peers, taking steps and changing direction on their own with no adult pushing the trainer for at least 12 minutes, on 3 of 4 consecutive observed days, as measured by duration recording collected twice weekly at recess or 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 (12 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.