Lead the cool-down stretch routine
When to use this goal
For students who leave PE or sports without cooling down, skip stretches, or bounce in stretches. A cool-down routine is a lifelong exercise habit. Fit depends on observation at the end of PE, not grade.
- Baseline
- Score the steps at three classes. Note holds; counting aloud often helps students hold the full time.
- Tips
- Leading the routine for the class gives a valued role once steps are steady. Pair with mt-pe-006 for the warm-up.
- Limits
- Stretches may need changes for students with orthopedic conditions; check with the PT.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-pe-043.
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Goal
By the annual IEP review date, at the end of PE class with the posted cool-down cards, the student will complete the cool-down routine in order, holding each stretch without bouncing, performing all 6 steps independently, on 4 consecutive PE classes, as measured by a task-analysis checklist collected each PE class.
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 goal316 characters
- By the annual IEP review date, at the end of PE class with the posted cool-down cards, the student will complete the cool-down routine in order, holding each stretch without bouncing, performing all 6 steps independently, on 4 consecutive PE classes, as measured by a task-analysis checklist collected each PE class.
- Timeframe
- By the annual IEP review date
- Condition
- At the end of PE class with the posted cool-down cards
- Behavior
- The student will complete the cool-down routine in order, holding each stretch without bouncing
- Criteria
- Performing all 6 steps independently, on 4 consecutive PE classes
- Evaluation method
- A task-analysis checklist
- Schedule
- Each PE class
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 PE classes
- Collection schedule:
- each PE class
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the end of PE class with the posted cool-down cards, the student will complete the cool-down routine in order, holding each stretch without bouncing, performing all 6 steps independently, on 4 consecutive PE classes, as measured by a task-analysis checklist collected each PE class.
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 slowly for 1 minute | ||||||||
| 2. Do the calf stretch, holding 15 seconds on each leg | ||||||||
| 3. Do the thigh stretch, holding 15 seconds on each leg | ||||||||
| 4. Do the hamstring stretch, holding 15 seconds | ||||||||
| 5. Do the arm and shoulder stretch, holding 15 seconds on each side | ||||||||
| 6. Take three slow breaths and get a drink of water | ||||||||
| 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.