Enter the gym with a chosen support
When to use this goal
For young students who stop at the gym door, refuse to enter or run out because of echoing noise and open space. Fits when the student has chosen supports (headphones, an edge spot, a buddy), decided by present levels.
- Baseline
- Time five arrivals from reaching the door to stepping onto the gym floor, and note what helps (an empty gym, arriving first). If the student never enters, start with arriving early.
- Tips
- Arriving first, before the noise builds, is often enough. The adapted PE teacher can give the student an edge spot.
- Limits
- Latency to enter does not show how the student copes inside; pair with a PE participation goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sen-024.
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Goal
By the annual IEP review date, when the class arrives at the gym door for PE, the student will put on or take the chosen support and walk into the gym to their spot at the edge or with their buddy with no adult prompts within 45 seconds, on 4 of 5 observed PE classes, as measured by latency recording collected at each PE class.
Baseline: 180 seconds.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 to review
Review: Unit fits the behavior. Latency measures how quickly a response starts. The behavior should describe starting or responding.
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Latency recording gives latency 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 Sensory Processing & Regulation.
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) - Sensory Processing & Regulation
- Baseline
- 180 seconds.
- Annual goal329 characters
- By the annual IEP review date, when the class arrives at the gym door for PE, the student will put on or take the chosen support and walk into the gym to their spot at the edge or with their buddy with no adult prompts within 45 seconds, on 4 of 5 observed PE classes, as measured by latency recording collected at each PE class.
- Timeframe
- By the annual IEP review date
- Condition
- When the class arrives at the gym door for PE
- Behavior
- The student will put on or take the chosen support and walk into the gym to their spot at the edge or with their buddy with no adult prompts
- Criteria
- Within 45 seconds, on 4 of 5 observed PE classes
- Evaluation method
- Latency recording
- Schedule
- At each PE class
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Latency tracker. Records the cue time and the response time.
Latency tracker
Latency- Student label:
- Target:
- within 45 seconds
- Mastery rule:
- on 4 of 5 observed PE classes
- Collection schedule:
- at each PE class
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when the class arrives at the gym door for PE, the student will put on or take the chosen support and walk into the gym to their spot at the edge or with their buddy with no adult prompts within 45 seconds, on 4 of 5 observed PE classes, as measured by latency recording collected at each PE class.
| Date | Instruction / cue | Cue given (time) | Response began (time) | Latency (seconds) | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the cue ends (for example, the end of the direction). Stop when the defined response begins.
- Record latency in seconds. Shorter latency means faster starts.
- Use a stopwatch or a timer app. Avoid estimating from the clock when measuring seconds.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.