Meet a daily step goal on most days
When to use this goal
For older students who are inactive across the school day and who can wear a step counter or fitness watch. Steps give a simple daily activity measure the student can track. Fit depends on baseline step counts, not grade.
- Baseline
- Record two weeks of step counts on school days and use the median to set a goal a little above it (for example, 2,500 steps now and 5,000 as the goal). Days with PE will be higher; compare like days.
- Tips
- Let the student set and track their own goal. Wheelchair users can track pushes with some devices. Pair with fitness logs (mt-pe-014).
- Limits
- Counters vary in accuracy. Step counts do not show intensity.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-pe-041.
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Goal
By the annual IEP review date, across the school day wearing a step counter, with planned walking breaks, the student will reach the daily step goal set with the adapted PE teacher by walking during breaks, transitions, and PE independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily from the step counter, summarized weekly (each school day is one opportunity).
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 goal431 characters
- By the annual IEP review date, across the school day wearing a step counter, with planned walking breaks, the student will reach the daily step goal set with the adapted PE teacher by walking during breaks, transitions, and PE independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily from the step counter, summarized weekly (each school day is one opportunity).
- Timeframe
- By the annual IEP review date
- Condition
- Across the school day wearing a step counter, with planned walking breaks
- Behavior
- The student will reach the daily step goal set with the adapted PE teacher by walking during breaks, transitions, and PE independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Daily from the step counter, summarized weekly (each school day is one opportunity)
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 weeks
- Collection schedule:
- daily from the step counter, summarized weekly (each school day is one opportunity)
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, across the school day wearing a step counter, with planned walking breaks, the student will reach the daily step goal set with the adapted PE teacher by walking during breaks, transitions, and PE independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily from the step counter, summarized weekly (each school day is one opportunity).
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.