Enter and leave the pool by the steps
When to use this goal
For students who jump in without permission, slip on the steps, or cannot climb out at the ladder, which makes pool sessions unsafe. Fit depends on pool observation, not grade.
- Baseline
- Score the steps at three sessions. Waiting for permission is often the safety-critical gap; target every step.
- Tips
- Safety skills target every step. Practice climbing out at the side in case of emergencies once steps are steady.
- Limits
- Does not replace lifeguards or the water safety plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-pe-030.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, at the start and end of each swim session, the student will enter and leave the pool following the pool entry routine, performing all 6 steps independently, on 4 consecutive swim sessions, as measured by a task-analysis checklist collected each swim session.
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 goal289 characters
- By the annual IEP review date, at the start and end of each swim session, the student will enter and leave the pool following the pool entry routine, performing all 6 steps independently, on 4 consecutive swim sessions, as measured by a task-analysis checklist collected each swim session.
- Timeframe
- By the annual IEP review date
- Condition
- At the start and end of each swim session
- Behavior
- The student will enter and leave the pool following the pool entry routine
- Criteria
- Performing all 6 steps independently, on 4 consecutive swim sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Each swim session
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 6 steps independently
- Mastery rule:
- on 4 consecutive swim sessions
- Collection schedule:
- each swim session
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the start and end of each swim session, the student will enter and leave the pool following the pool entry routine, performing all 6 steps independently, on 4 consecutive swim sessions, as measured by a task-analysis checklist collected each swim session.
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. Walk on the pool deck | ||||||||
| 2. Wait at the edge until the instructor says to enter | ||||||||
| 3. Hold the rail and step down one step at a time | ||||||||
| 4. Stay in the assigned area of the pool | ||||||||
| 5. Move to the steps or ladder when the session ends | ||||||||
| 6. Climb out holding the rail and walk to the bench | ||||||||
| 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: 6 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.