Wait behind the line for a game turn
When to use this goal
For young students who run into the game area before their turn or leave the line during relays and station games. Present levels, not grade, decide fit. Fits PE games where students take turns from a line.
- Baseline
- Count six waiting turns across one or two PE classes and mark whether the student waited behind the line until their turn. Note how long waits are; long lines make waiting much harder and can be shortened.
- Tips
- Small teams mean shorter waits and more turns, which is better motor practice for everyone. Let the student hold a ball or move in place while waiting; stillness is not the goal, staying behind the line is.
- Limits
- Counts waiting at the line only, not the skill used on the turn. Waiting in long lines in a loud gym is a regulation demand as well; pair with a regulation plan if needed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sp-019.
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Goal
By the annual IEP review date, during a relay game with teams lined up behind a cone, the student will stay behind the line until the teammate ahead returns or the leader calls their name, then take their turn independently in at least 5 of 6 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly during PE.
Baseline: 2 of 6 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 Sport & Game Skills.
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) - Sport & Game Skills
- Baseline
- 2 of 6 opportunities.
- Annual goal350 characters
- By the annual IEP review date, during a relay game with teams lined up behind a cone, the student will stay behind the line until the teammate ahead returns or the leader calls their name, then take their turn independently in at least 5 of 6 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly during PE.
- Timeframe
- By the annual IEP review date
- Condition
- During a relay game with teams lined up behind a cone
- Behavior
- The student will stay behind the line until the teammate ahead returns or the leader calls their name, then take their turn independently
- Criteria
- In at least 5 of 6 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- Twice 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 5 of 6 opportunities
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- twice weekly during PE
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a relay game with teams lined up behind a cone, the student will stay behind the line until the teammate ahead returns or the leader calls their name, then take their turn independently in at least 5 of 6 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice 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 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.