Catch a ball with two hands
When to use this goal
For students who turn away from a tossed ball, trap it against the chest, or close their hands after the ball has passed, so they avoid ball games with peers. A catching probe with a large ball at a short distance during baseline decides the starting condition.
- Baseline
- Toss 10 balls under each of two conditions (large ball close, large ball far) and count hands-only catches. Note whether the student watches the ball or looks at the thrower, and whether the hands are ready before the toss; both are teachable. A soft ball during baseline shows whether fear of the ball is part of the picture.
- Tips
- Partner toss in PE and recess games give natural practice. Keep the ball size and distance constant for each probe and change one at a time in the progression. Catching supports the peer play goals in the social area; link them if the student avoids games.
- Limits
- Catching depends on the thrower; use the same adult and toss style. Does not measure throwing. Students with visual needs may need a brightly colored or sound-making ball, which changes the condition.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-gm-011.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given an 8-inch playground ball tossed underhand from 5 feet, the student will independently catch the ball with the hands only, without trapping it against the body in at least 7 of 10 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE or therapy.
Baseline: 2 of 10 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
- 2 of 10 opportunities.
- Annual goal348 characters
- By the annual IEP review date, given an 8-inch playground ball tossed underhand from 5 feet, the student will independently catch the ball with the hands only, without trapping it against the body in at least 7 of 10 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
- Given an 8-inch playground ball tossed underhand from 5 feet
- Behavior
- The student will independently catch the ball with the hands only, without trapping it against the body
- Criteria
- In at least 7 of 10 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 7 of 10 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, given an 8-inch playground ball tossed underhand from 5 feet, the student will independently catch the ball with the hands only, without trapping it against the body in at least 7 of 10 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 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.