Ask for a break or a modification during PE
When to use this goal
For students with health conditions, fatigue, or pain who either push past safe limits or quit silently instead of telling the teacher what they need. Base the choice on observation of how the student currently signals a need during PE at baseline; it is self-advocacy applied to physical activity.
- Baseline
- Over two weeks, record each time the student showed signs of needing a break or modification (stopping, holding a body part, breathing hard) and whether a request was made. Agree with the student and nurse on what signs matter and what the safe response is. Decide what counts as an opportunity before collecting data.
- Tips
- Write the health plan and the IEP together so the PE teacher knows what to do with the request. Students often need permission to ask; say explicitly that asking is expected. This protects participation rather than reducing it.
- Limits
- Opportunities are judged by the observer and may be missed. Does not measure fitness. Students who over-request to avoid activity need the team to set reasonable limits with the nurse.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-pe-021.
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Goal
By the annual IEP review date, during a PE activity when feeling tired, short of breath, or in pain, the student will tell the teacher the need (break, water, a slower pace, or a different task) using words or the agreed signal independently in at least 4 of 5 opportunities, across 3 consecutive biweekly reviews, as measured by direct observation collected each PE class, reviewed every two weeks.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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
- 1 of 5 opportunities.
- Annual goal399 characters
- By the annual IEP review date, during a PE activity when feeling tired, short of breath, or in pain, the student will tell the teacher the need (break, water, a slower pace, or a different task) using words or the agreed signal independently in at least 4 of 5 opportunities, across 3 consecutive biweekly reviews, as measured by direct observation collected each PE class, reviewed every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During a PE activity when feeling tired, short of breath, or in pain
- Behavior
- The student will tell the teacher the need (break, water, a slower pace, or a different task) using words or the agreed signal independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive biweekly reviews
- Evaluation method
- Direct observation
- Schedule
- Each PE class, reviewed every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive biweekly reviews
- Collection schedule:
- each PE class, reviewed every two weeks
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a PE activity when feeling tired, short of breath, or in pain, the student will tell the teacher the need (break, water, a slower pace, or a different task) using words or the agreed signal independently in at least 4 of 5 opportunities, across 3 consecutive biweekly reviews, as measured by direct observation collected each PE class, reviewed every two weeks.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.