Set up adapted sport equipment before play
When to use this goal
For students who use adapted equipment in sport (a beeper ball, a bowling ramp, a lighter racket, a lowered hoop, a sport wheelchair strap) and wait for an adult to get it ready. Present levels, not grade, decide fit. Setting up their own equipment lets a student join community recreation without a staff member.
- Baseline
- Score the steps on three sessions. List the exact equipment in the plan, since a ramp, a beeper ball and a racket strap each need their own checks. Note any step blocked by reach or strength rather than skill.
- Tips
- Write the student's own equipment into the steps. Storing it in the same place every time cuts the getting step in half. This skill carries straight into community recreation and adult life.
- Limits
- Covers equipment the student can safely handle; heavy or complex items such as sport wheelchairs may need a partner for some steps. It does not score the sport skill itself.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sp-020.
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Goal
By the annual IEP review date, at the start of a PE unit activity that uses the student's adapted equipment, the student will get, check and set up their adapted equipment and put it away after play, following the equipment steps, performing at least 5 of 6 steps independently, on 3 of 4 consecutive sessions, as measured by a task-analysis checklist collected at each session that uses the equipment.
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 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 steps independently.
- Annual goal402 characters
- By the annual IEP review date, at the start of a PE unit activity that uses the student's adapted equipment, the student will get, check and set up their adapted equipment and put it away after play, following the equipment steps, performing at least 5 of 6 steps independently, on 3 of 4 consecutive sessions, as measured by a task-analysis checklist collected at each session that uses the equipment.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of a PE unit activity that uses the student's adapted equipment
- Behavior
- The student will get, check and set up their adapted equipment and put it away after play, following the equipment steps
- Criteria
- Performing at least 5 of 6 steps independently, on 3 of 4 consecutive sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- At each session that uses the equipment
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 at least 5 of 6 steps independently
- Mastery rule:
- on 3 of 4 consecutive sessions
- Collection schedule:
- at each session that uses the equipment
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the start of a PE unit activity that uses the student's adapted equipment, the student will get, check and set up their adapted equipment and put it away after play, following the equipment steps, performing at least 5 of 6 steps independently, on 3 of 4 consecutive sessions, as measured by a task-analysis checklist collected at each session that uses the equipment.
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. Get the equipment from its storage spot | ||||||||
| 2. Check that it works (battery on, straps intact, no cracks) | ||||||||
| 3. Tell an adult if something is broken or missing | ||||||||
| 4. Set it up in the playing space where the activity needs it | ||||||||
| 5. Adjust it to fit (height, strap length, grip) | ||||||||
| 6. Put it back in storage after play | ||||||||
| 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: 5 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.