Keep a paddle rally going with a partner
When to use this goal
For middle and high school students who miss most hits in paddle, pickleball, badminton, or tennis units, so they sit out. Striking a moving object needs tracking, timing, and paddle control. Fit depends on rally counts, not grade. Equipment can be adapted (bigger paddle, slower ball).
- Baseline
- Count successful hits in two 2-minute rallies with the same equipment. Record the equipment; the support is the adaptation.
- Tips
- Cooperative rallies (keep it going together) are less stressful than competitive play. Racket sports are good lifetime activities for teens.
- Limits
- Partner skill changes the count; use a consistent partner or a wall.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-gm-033.
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Goal
By the annual IEP review date, during a 2-minute cooperative rally with a partner using a large paddle and a foam ball, the student will hit the ball back to the partner so it can be returned independently at least 12 times per 2-minute rally, across 3 consecutive weekly PE classes, as measured by frequency recording collected two rallies in each PE class during racket units.
Baseline: 3 times per 2-minute rally.
- 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 2-minute rally.
- Annual goal378 characters
- By the annual IEP review date, during a 2-minute cooperative rally with a partner using a large paddle and a foam ball, the student will hit the ball back to the partner so it can be returned independently at least 12 times per 2-minute rally, across 3 consecutive weekly PE classes, as measured by frequency recording collected two rallies in each PE class during racket units.
- Timeframe
- By the annual IEP review date
- Condition
- During a 2-minute cooperative rally with a partner using a large paddle and a foam ball
- Behavior
- The student will hit the ball back to the partner so it can be returned independently
- Criteria
- At least 12 times per 2-minute rally, across 3 consecutive weekly PE classes
- Evaluation method
- Frequency recording
- Schedule
- Two rallies in each PE class during racket units
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 12 times per 2-minute rally
- Mastery rule:
- across 3 consecutive weekly PE classes
- Collection schedule:
- two rallies in each PE class during racket units
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 2-minute cooperative rally with a partner using a large paddle and a foam ball, the student will hit the ball back to the partner so it can be returned independently at least 12 times per 2-minute rally, across 3 consecutive weekly PE classes, as measured by frequency recording collected two rallies in each PE class during racket units.
| 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 2-minute rally.
- 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.