Jump forward and down with both feet together
When to use this goal
For students who step rather than jump, lead with one foot, or will not jump down from a low step, which shows up in PE, playground play, and movement songs. Observation of jumping attempts during baseline decides which jump type to start with; jumping in place comes before forward and down.
- Baseline
- Ask for five jumps of each type (in place, forward, down) and score each as two feet together or not. Watch for a one-foot lead and for stiff knees on landing; both are teaching points. Fear of jumping down is common and is addressed with hand holding and lower heights, not pressure.
- Tips
- Movement songs, obstacle courses, and playground steps give daily practice. Keep the step height and surface constant for data. This supports locomotor skills in PE and playground participation; name those in present levels.
- Limits
- Jumping distance is not measured here; add a specific condition if distance matters. Students with orthopedic conditions need PT clearance for jumping down. Fear and skill are hard to separate in young children; record refusals separately.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-gm-008.
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Goal
By the annual IEP review date, when asked to jump forward over a taped line on a flat floor, the student will jump with both feet leaving the floor together and landing together independently in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE or therapy.
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. Opportunity (trial) recording 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 Gross Motor 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) - Gross Motor Skills
- Baseline
- 1 of 5 opportunities.
- Annual goal342 characters
- By the annual IEP review date, when asked to jump forward over a taped line on a flat floor, the student will jump with both feet leaving the floor together and landing together independently in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE or therapy.
- Timeframe
- By the annual IEP review date
- Condition
- When asked to jump forward over a taped line on a flat floor
- Behavior
- The student will jump with both feet leaving the floor together and landing together independently
- Criteria
- In at least 4 of 5 trials, across 3 consecutive weekly sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during PE or therapy
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 trials
- Mastery rule:
- across 3 consecutive weekly sessions
- Collection schedule:
- weekly during PE or therapy
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when asked to jump forward over a taped line on a flat floor, the student will jump with both feet leaving the floor together and landing together independently in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE or therapy.
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.