Complete a fitness circuit of stations in PE
When to use this goal
For students who stop at the first hard station, skip stations, or need an adult beside them to move through a circuit, so they get a fraction of the activity the class gets. Observation of two circuits during baseline decides which stations and steps belong on the list.
- Baseline
- Observe two circuits and mark each step independent, prompted, or not done. Identify which stations the student avoids and whether the exercise is too hard (modify it) or the student does not know what to do (picture card). Keep the stations constant for a reporting period.
- Tips
- Circuits are a standard PE format and the teacher can mark the checklist from the center of the gym. Modified exercises should be listed on the station card so the student does not need to ask. This builds toward the weight room circuit in high school.
- Limits
- Station content changes with the unit; note changes. Does not measure effort or repetitions at each station. Students who tire need the endurance goal as well.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-pe-023.
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Goal
By the annual IEP review date, given a 6-station fitness circuit with picture cards and a 1-minute timer per station, the student will complete the steps of the circuit with the picture cards, performing at least 5 of 6 steps independently, on 4 of 5 consecutive circuits, as measured by a task-analysis checklist collected weekly during PE.
Baseline: 2 of 6 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 6 steps independently.
- Annual goal341 characters
- By the annual IEP review date, given a 6-station fitness circuit with picture cards and a 1-minute timer per station, the student will complete the steps of the circuit with the picture cards, performing at least 5 of 6 steps independently, on 4 of 5 consecutive circuits, as measured by a task-analysis checklist collected weekly during PE.
- Timeframe
- By the annual IEP review date
- Condition
- Given a 6-station fitness circuit with picture cards and a 1-minute timer per station
- Behavior
- The student will complete the steps of the circuit with the picture cards
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive circuits
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly during PE
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 5 of 6 steps independently
- Mastery rule:
- on 4 of 5 consecutive circuits
- Collection schedule:
- weekly during PE
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a 6-station fitness circuit with picture cards and a 1-minute timer per station, the student will complete the steps of the circuit with the picture cards, performing at least 5 of 6 steps independently, on 4 of 5 consecutive circuits, as measured by a task-analysis checklist collected weekly during PE.
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. Starts at the assigned station when the timer begins | ||||||||
| 2. Performs the station exercise for the full minute (with modifications as listed) | ||||||||
| 3. Stops at the signal and moves to the next station in order | ||||||||
| 4. Performs each remaining station for the full minute | ||||||||
| 5. Completes all six stations without leaving the circuit area | ||||||||
| 6. Returns equipment and goes to the cool-down spot | ||||||||
| 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: 5 of 6).
- 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.