Change for PE and return to the gym within the time allowed
When to use this goal
Fits secondary students who are late to PE or to the next class because changing takes too long, who skip changing and lose participation credit, or who need an adult to manage the locker and clothes. Base the choice on observation of the routine over several days during baseline; privacy must be protected in how data are collected.
- Baseline
- Have the PE teacher record arrival time in the gym and whether the student changed; locker-room steps are reported by the student or observed by same-gender staff from a respectful distance. Separate the lock problem from the clothing problem; a key lock or a different fastener often solves most of it.
- Tips
- Coordinate with the fine motor skill for fasteners and locks if those are the barrier. Many schools allow students with IEPs extra time or a private changing area; name it as a support if used. Keep the data collection respectful; the student should know what is being recorded.
- Limits
- Privacy limits direct observation; some steps rely on self-report. Schedules and bell timing differ by school. Students who refuse to change for social reasons need a different conversation than a motor goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-pe-015.
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Goal
By the annual IEP review date, at the start of PE, given 5 minutes to change in the locker room, the student will complete the steps of the changing routine, performing all 7 steps independently, on 4 of 5 consecutive PE days, as measured by a task-analysis checklist collected daily for one week each month.
Baseline: 3 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
- 3 of 7 steps independently.
- Annual goal308 characters
- By the annual IEP review date, at the start of PE, given 5 minutes to change in the locker room, the student will complete the steps of the changing routine, performing all 7 steps independently, on 4 of 5 consecutive PE days, as measured by a task-analysis checklist collected daily for one week each month.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of PE, given 5 minutes to change in the locker room
- Behavior
- The student will complete the steps of the changing routine
- Criteria
- Performing all 7 steps independently, on 4 of 5 consecutive PE days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily for one week each 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 all 7 steps independently
- Mastery rule:
- on 4 of 5 consecutive PE days
- Collection schedule:
- daily for one week each month
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the start of PE, given 5 minutes to change in the locker room, the student will complete the steps of the changing routine, performing all 7 steps independently, on 4 of 5 consecutive PE days, as measured by a task-analysis checklist collected daily for one week each 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 locker and opens the lock | ||||||||
| 2. Takes out the PE clothes and shoes | ||||||||
| 3. Changes clothes and puts the school clothes in the locker | ||||||||
| 4. Puts on and ties or fastens the PE shoes | ||||||||
| 5. Closes and locks the locker | ||||||||
| 6. Arrives in the gym at the assigned spot before the second bell | ||||||||
| 7. Reverses the routine after class and returns to the hallway on time | ||||||||
| 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: 7 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.