Do jumping jacks and jump rope with coordinated timing
When to use this goal
For students who cannot coordinate arms and legs for jumping jacks, who jump before or after the rope arrives, or who stop after one or two jumps, so they sit out of common PE warm-ups. A counted trial of each during baseline decides which to start with; jumping jacks usually come first.
- Baseline
- Run three 30-second trials of each skill and record the longest run of consecutive correct repetitions; use the median. For jumping jacks, score as correct only when arms and legs move together. For rope, note whether timing or jumping is the problem; a rope on the floor isolates the jump.
- Tips
- PE warm-ups give weekly data without extra time. Break jumping jacks into legs only, then arms only, then together. Rope jumping is a social activity at recess for many students, which makes it worth the effort.
- Limits
- Counting consecutive repetitions is sensitive to one error; take the median of three trials. Students with orthopedic conditions should have PT clearance for repeated jumping. Does not measure fitness or endurance beyond 30 seconds.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-gm-022.
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Goal
By the annual IEP review date, given a 30-second trial of jumping jacks during the PE warm-up, the student will perform jumping jacks with arms and legs moving out and in together independently at least 10 times in a row within a 30-second trial, in 3 of 4 consecutive weekly trials, as measured by frequency recording collected weekly during the PE warm-up.
Baseline: 2 times in a row within a 30-second trial.
- 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
- 2 times in a row within a 30-second trial.
- Annual goal358 characters
- By the annual IEP review date, given a 30-second trial of jumping jacks during the PE warm-up, the student will perform jumping jacks with arms and legs moving out and in together independently at least 10 times in a row within a 30-second trial, in 3 of 4 consecutive weekly trials, as measured by frequency recording collected weekly during the PE warm-up.
- Timeframe
- By the annual IEP review date
- Condition
- Given a 30-second trial of jumping jacks during the PE warm-up
- Behavior
- The student will perform jumping jacks with arms and legs moving out and in together independently
- Criteria
- At least 10 times in a row within a 30-second trial, in 3 of 4 consecutive weekly trials
- Evaluation method
- Frequency recording
- Schedule
- Weekly during the PE warm-up
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 10 times in a row within a 30-second trial
- Mastery rule:
- in 3 of 4 consecutive weekly trials
- Collection schedule:
- weekly during the PE warm-up
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, given a 30-second trial of jumping jacks during the PE warm-up, the student will perform jumping jacks with arms and legs moving out and in together independently at least 10 times in a row within a 30-second trial, in 3 of 4 consecutive weekly trials, as measured by frequency recording collected weekly during the PE warm-up.
| 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 in a row within a 30-second trial.
- 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.