Hop, gallop, or skip in the gym (choose one)
When to use this goal
For students who cannot hop on one foot, who gallop with both feet landing together, or who skip with a step-step instead of a step-hop, so they sit out of games and movement activities. A locomotor probe during PE decides which skill to start with; the usual order is hop, gallop, then skip.
- Baseline
- Ask for five trials of each skill and score each against the written form criteria (hop: five consecutive, no touch; gallop: same lead foot; skip: alternating step-hop). Record which foot the student prefers and whether a rhythm cue changes performance; many students can do the skill with a cue and the goal becomes fading it.
- Tips
- PE classes already include locomotor warm-ups, so data can be collected there. Use one behavior at a time as the annual goal and the others as objectives, or write separate goals. Music with a strong beat helps many students find the rhythm.
- Limits
- Form criteria need a shared standard; the adapted PE teacher should train the observer. Students with orthopedic conditions may never skip, and that is fine; the goal should fit the student's body. Does not measure speed or distance beyond the 20 feet.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-gm-009.
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Goal
By the annual IEP review date, when asked to hop on one foot in place in the gym, the student will independently hop on one foot at least 5 consecutive times without the other foot touching in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE.
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 goal329 characters
- By the annual IEP review date, when asked to hop on one foot in place in the gym, the student will independently hop on one foot at least 5 consecutive times without the other foot touching in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE.
- Timeframe
- By the annual IEP review date
- Condition
- When asked to hop on one foot in place in the gym
- Behavior
- The student will independently hop on one foot at least 5 consecutive times without the other foot touching
- Criteria
- In at least 4 of 5 trials, across 3 consecutive weekly sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 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 4 of 5 trials
- Mastery rule:
- across 3 consecutive weekly sessions
- Collection schedule:
- weekly during PE
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when asked to hop on one foot in place in the gym, the student will independently hop on one foot at least 5 consecutive times without the other foot touching in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected 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 | # + (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.