Complete a weight room circuit following station cards
When to use this goal
Fits high school students in a fitness or weight training class who need an adult at every station to set up the machine, count repetitions, or move to the next station, when the goal is to use a fitness facility independently after graduation. Observation of two circuits during baseline decides which steps belong on the list.
- Baseline
- Observe two circuits and mark each step independent, prompted, or adult-completed at each station; use the most common level. Separate not knowing the machine from not reading the card; picture cards fix the second. Weight settings are set by the teacher and are not part of the student's goal.
- Tips
- This is a transition goal as much as a fitness goal; many community fitness centers run circuits exactly like this. Keep the station cards in a binder the student owns. Coordinate community-based sessions with the transition team.
- Limits
- Machines differ between facilities; expect some drop when the location changes. Does not measure strength gains; the teacher tracks weights separately. Safety on free weights needs direct supervision regardless of independence on machines.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-pe-013.
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Goal
By the annual IEP review date, given a 6-station fitness circuit with a picture card at each station, the student will complete the steps of the circuit at each station with the station cards, performing at least 6 of 7 steps independently, on 4 of 5 consecutive sessions, as measured by a task-analysis checklist collected weekly during the fitness class.
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 goal356 characters
- By the annual IEP review date, given a 6-station fitness circuit with a picture card at each station, the student will complete the steps of the circuit at each station with the station cards, performing at least 6 of 7 steps independently, on 4 of 5 consecutive sessions, as measured by a task-analysis checklist collected weekly during the fitness class.
- Timeframe
- By the annual IEP review date
- Condition
- Given a 6-station fitness circuit with a picture card at each station
- Behavior
- The student will complete the steps of the circuit at each station with the station cards
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly during the fitness class
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 sessions
- Collection schedule:
- weekly during the fitness class
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a 6-station fitness circuit with a picture card at each station, the student will complete the steps of the circuit at each station with the station cards, performing at least 6 of 7 steps independently, on 4 of 5 consecutive sessions, as measured by a task-analysis checklist collected weekly during the fitness class.
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. Reads the station card and selects the correct machine or equipment | ||||||||
| 2. Adjusts the seat or weight to the setting on the card | ||||||||
| 3. Performs the exercise with the form shown on the card | ||||||||
| 4. Counts the repetitions or watches the timer and stops at the set number | ||||||||
| 5. Wipes down the equipment and returns it to the starting position | ||||||||
| 6. Moves to the next station in order | ||||||||
| 7. Records the completed station on the log sheet | ||||||||
| 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.