Enter the gym, find the spot, and begin the warm-up
When to use this goal
For students who wander the gym, run to the equipment, or stand at the door at the start of PE, so the class waits or the student misses the warm-up. Base the choice on timing the start of class during baseline; the gym's size and noise make this harder than classroom starts.
- Baseline
- Time from entering the gym door to beginning the warm-up on three days. Note what the student does instead (runs to equipment, watches, stands still); each has a different fix. A floor marker and a peer partner are quick supports to try during baseline.
- Tips
- The PE teacher can time this from the door with a phone. Entering routines carry over to assemblies and fire drills; name those if they are a concern too. Pair with the warm-up routine template once the start is steady.
- Limits
- Latency depends on the class entering in an orderly way; chaotic entries make the measure unreliable. Does not measure what happens after the warm-up starts. Students who run to equipment for sensory reasons may need an OT plan as well.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-pe-016.
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Goal
By the annual IEP review date, when the class enters the gym at the start of PE, the student will move to the assigned spot and begin the warm-up with the class independently within 20 seconds, on 4 of 5 consecutive PE classes, as measured by latency recording collected each PE class for one week per month.
Baseline: 90 seconds.
- 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. Latency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Latency recording gives latency 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
- 90 seconds.
- Annual goal308 characters
- By the annual IEP review date, when the class enters the gym at the start of PE, the student will move to the assigned spot and begin the warm-up with the class independently within 20 seconds, on 4 of 5 consecutive PE classes, as measured by latency recording collected each PE class for one week per month.
- Timeframe
- By the annual IEP review date
- Condition
- When the class enters the gym at the start of PE
- Behavior
- The student will move to the assigned spot and begin the warm-up with the class independently
- Criteria
- Within 20 seconds, on 4 of 5 consecutive PE classes
- Evaluation method
- Latency recording
- Schedule
- Each PE class for one week per month
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Latency tracker. Records the cue time and the response time.
Latency tracker
Latency- Student label:
- Target:
- within 20 seconds
- Mastery rule:
- on 4 of 5 consecutive PE classes
- Collection schedule:
- each PE class for one week per month
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when the class enters the gym at the start of PE, the student will move to the assigned spot and begin the warm-up with the class independently within 20 seconds, on 4 of 5 consecutive PE classes, as measured by latency recording collected each PE class for one week per month.
| Date | Instruction / cue | Cue given (time) | Response began (time) | Latency (seconds) | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the cue ends (for example, the end of the direction). Stop when the defined response begins.
- Record latency in seconds. Shorter latency means faster starts.
- Use a stopwatch or a timer app. Avoid estimating from the clock when measuring seconds.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.