Hop through a hopscotch grid
When to use this goal
For students who cannot hop and switch between one and two feet in hopscotch, so they skip a popular recess game. Fit depends on a playground trial, not grade.
- Baseline
- Score the steps on two trials. Picking up the marker while on one foot is usually the hardest step.
- Tips
- Hopscotch combines balance, hopping, and motor planning in a social game. Peers can learn the rules alongside.
- Limits
- Hopping on one foot (mt-gm-009) needs to be in place first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-gm-044.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a painted or taped hopscotch grid of 8 squares on the playground, the student will hop through the grid on one foot in single squares and land on two feet in double squares, performing all 7 steps independently, on 3 consecutive weekly checks, as measured by a task-analysis checklist collected weekly at recess or PE.
Baseline: 3 of 7 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 of 7 steps independently.
- Annual goal355 characters
- By the annual IEP review date, given a painted or taped hopscotch grid of 8 squares on the playground, the student will hop through the grid on one foot in single squares and land on two feet in double squares, performing all 7 steps independently, on 3 consecutive weekly checks, as measured by a task-analysis checklist collected weekly at recess or PE.
- Timeframe
- By the annual IEP review date
- Condition
- Given a painted or taped hopscotch grid of 8 squares on the playground
- Behavior
- The student will hop through the grid on one foot in single squares and land on two feet in double squares
- Criteria
- Performing all 7 steps independently, on 3 consecutive weekly checks
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly at recess or PE
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing all 7 steps independently
- Mastery rule:
- on 3 consecutive weekly checks
- Collection schedule:
- weekly at recess or PE
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a painted or taped hopscotch grid of 8 squares on the playground, the student will hop through the grid on one foot in single squares and land on two feet in double squares, performing all 7 steps independently, on 3 consecutive weekly checks, as measured by a task-analysis checklist collected weekly at recess or PE.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Toss the marker into the first square | ||||||||
| 2. Hop over the marker square on one foot | ||||||||
| 3. Land on one foot in each single square | ||||||||
| 4. Land on two feet in each double square | ||||||||
| 5. Turn around at the end on two feet | ||||||||
| 6. Hop back and pick up the marker while balancing | ||||||||
| 7. Hop out of the grid without stepping on lines | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 7 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.