Perform an exercise after a demonstration
When to use this goal
For students who watch a demonstration and then do something different, or who need hand-over-hand guidance to perform a new exercise, so every new PE unit starts with an adult beside them. Base the choice on a probe of several unfamiliar exercises during baseline.
- Baseline
- Demonstrate five unfamiliar two-part exercises and score each as performed correctly within two attempts. Repeat with the parts named aloud; a large difference means verbal labels help and should be a support. Make sure the exercises are physically possible for the student before scoring.
- Tips
- Each new PE unit gives natural opportunities. This is the motor-learning skill that makes every other PE goal easier; address it early. Video demonstrations the student can replay are a good support for older students.
- Limits
- Exercise difficulty varies; use exercises of similar complexity each week. Does not measure how well the exercise is performed beyond sequence and position. Students who cannot attend to the demonstration need attention supports first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-pe-024.
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Goal
By the annual IEP review date, given a demonstration of a new exercise with two parts (for example, squat then reach) during PE, the student will perform the exercise with the parts in the shown order within two attempts independently after one demonstration in at least 4 of 5 opportunities, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE.
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. Opportunity (trial) recording 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 goal405 characters
- By the annual IEP review date, given a demonstration of a new exercise with two parts (for example, squat then reach) during PE, the student will perform the exercise with the parts in the shown order within two attempts independently after one demonstration in at least 4 of 5 opportunities, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE.
- Timeframe
- By the annual IEP review date
- Condition
- Given a demonstration of a new exercise with two parts (for example, squat then reach) during PE
- Behavior
- The student will perform the exercise with the parts in the shown order within two attempts independently after one demonstration
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during PE
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 weekly sessions
- Collection schedule:
- weekly during PE
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a demonstration of a new exercise with two parts (for example, squat then reach) during PE, the student will perform the exercise with the parts in the shown order within two attempts independently after one demonstration in at least 4 of 5 opportunities, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE.
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.