Trap a rolling ball with the foot
When to use this goal
For young students who kick at a rolling ball or let it go past, so they cannot take a pass in soccer-type games. Trapping needs timing and one-foot balance. Fit depends on a trial, not grade.
- Baseline
- Roll five balls at a set speed and distance and score each. Note which foot and whether balance is lost.
- Tips
- Pairs with kicking (mt-gm-013) for a full pass-and-trap cycle. Balance on one foot (mt-gm-001) supports this skill.
- Limits
- Roll speed must be consistent across trials.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-gm-034.
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Goal
By the annual IEP review date, when a playground ball is rolled slowly toward the student from 10 feet, the student will stop the rolling ball with the sole or inside of the foot so it stays within 2 feet independently in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE or PT.
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 goal364 characters
- By the annual IEP review date, when a playground ball is rolled slowly toward the student from 10 feet, the student will stop the rolling ball with the sole or inside of the foot so it stays within 2 feet independently in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE or PT.
- Timeframe
- By the annual IEP review date
- Condition
- When a playground ball is rolled slowly toward the student from 10 feet
- Behavior
- The student will stop the rolling ball with the sole or inside of the foot so it stays within 2 feet independently
- Criteria
- In at least 4 of 5 trials, across 3 consecutive weekly sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during PE or PT
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 or PT
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a playground ball is rolled slowly toward the student from 10 feet, the student will stop the rolling ball with the sole or inside of the foot so it stays within 2 feet independently in at least 4 of 5 trials, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE or PT.
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.