Dribble a ball with one hand for consecutive bounces
When to use this goal
For students who slap at the ball, catch it between bounces, or lose it after two or three bounces, which keeps them out of basketball-type games in PE and at recess. Use a counted dribbling trial during baseline to decide the starting target.
- Baseline
- Run three 30-second trials and record the longest run of consecutive bounces in each; use the median. Note whether the student looks at the ball or ahead, and whether the bounce height is controlled. A slightly deflated ball slows the bounce and is a fair early support.
- Tips
- Basketball units and recess give practice; a 30-second trial is quick to run at the start of PE. Keep the ball type constant. Dribbling while walking is a separate, later condition. For students who use wheelchairs, adapted PE can set a dribble-and-push version.
- Limits
- Counting consecutive bounces rewards slow, careful dribbling; add a walking condition if game play is the goal. Ball inflation changes difficulty. Does not measure passing or shooting.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-gm-014.
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Goal
By the annual IEP review date, given a playground ball during a 30-second trial standing in place, the student will independently bounce the ball with one hand, pushing with the fingertips, in consecutive bounces without catching it at least 15 times per 30-second trial (longest run of consecutive bounces), in 3 of 4 consecutive weekly trials, as measured by frequency recording collected weekly during PE.
Baseline: 3 times per 30-second trial (longest run of consecutive bounces).
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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
- 3 times per 30-second trial (longest run of consecutive bounces).
- Annual goal408 characters
- By the annual IEP review date, given a playground ball during a 30-second trial standing in place, the student will independently bounce the ball with one hand, pushing with the fingertips, in consecutive bounces without catching it at least 15 times per 30-second trial (longest run of consecutive bounces), in 3 of 4 consecutive weekly trials, as measured by frequency recording collected weekly during PE.
- Timeframe
- By the annual IEP review date
- Condition
- Given a playground ball during a 30-second trial standing in place
- Behavior
- The student will independently bounce the ball with one hand, pushing with the fingertips, in consecutive bounces without catching it
- Criteria
- At least 15 times per 30-second trial (longest run of consecutive bounces), in 3 of 4 consecutive weekly trials
- Evaluation method
- Frequency recording
- Schedule
- Weekly during PE
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 15 times per 30-second trial (longest run of consecutive bounces)
- Mastery rule:
- in 3 of 4 consecutive weekly trials
- Collection schedule:
- weekly during PE
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, given a playground ball during a 30-second trial standing in place, the student will independently bounce the ball with one hand, pushing with the fingertips, in consecutive bounces without catching it at least 15 times per 30-second trial (longest run of consecutive bounces), in 3 of 4 consecutive weekly trials, as measured by frequency recording collected weekly during PE.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 30-second trial (longest run of consecutive bounces).
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.