Complete the PE warm-up routine with the class
When to use this goal
For students who stand still during the warm-up, do a different activity, or need an adult beside them for every exercise. Observation of three warm-ups during baseline decides which exercises belong on the step list; the list should match what the class actually does.
- Baseline
- Observe three warm-ups and mark each step independent, prompted, or not done; note whether the student watches the leader. Edit the step list to match the class routine exactly. Separate skill problems (cannot do the exercise) from following problems (does not start or stops early).
- Tips
- The PE teacher can mark the checklist from across the gym. Pair with the imitation goal in gross motor if the student does not copy movements. For students who cannot do a specific exercise, the adapted PE teacher names a substitute on the card.
- Limits
- Warm-ups vary by unit; keep the step list stable for a reporting period or note changes. Does not measure effort or form. A substitute teacher changes the routine; score those days separately.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-pe-006.
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Goal
By the annual IEP review date, during the PE class warm-up led by the teacher, the student will complete the steps of the warm-up routine along with the class, performing at least 6 of 7 steps independently, on 4 of 5 consecutive PE classes, as measured by a task-analysis checklist collected each PE class for one week per month.
Baseline: 2 of 7 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 Physical Fitness & PE Participation.
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) - Physical Fitness & PE Participation
- Baseline
- 2 of 7 steps independently.
- Annual goal330 characters
- By the annual IEP review date, during the PE class warm-up led by the teacher, the student will complete the steps of the warm-up routine along with the class, performing at least 6 of 7 steps independently, on 4 of 5 consecutive PE classes, as measured by a task-analysis checklist collected each PE class for one week per month.
- Timeframe
- By the annual IEP review date
- Condition
- During the PE class warm-up led by the teacher
- Behavior
- The student will complete the steps of the warm-up routine along with the class
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive PE classes
- Evaluation method
- A task-analysis checklist
- Schedule
- Each PE class for one week per month
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 6 of 7 steps independently
- Mastery rule:
- on 4 of 5 consecutive PE classes
- Collection schedule:
- each PE class for one week per month
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during the PE class warm-up led by the teacher, the student will complete the steps of the warm-up routine along with the class, performing at least 6 of 7 steps independently, on 4 of 5 consecutive PE classes, as measured by a task-analysis checklist collected each PE class for one week per month.
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. Goes to the assigned warm-up spot when the class is called | ||||||||
| 2. Jogs the warm-up lap or does the first movement activity | ||||||||
| 3. Performs the arm stretches shown | ||||||||
| 4. Performs the leg stretches shown | ||||||||
| 5. Performs the jumping jacks or other cardio exercise for the set count | ||||||||
| 6. Performs the core exercise for the set count | ||||||||
| 7. Moves to the next activity area when the warm-up ends | ||||||||
| 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: 6 of 7).
- 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.