Jump rope continuously for a set number of seconds
When to use this goal
For students who can jump a rope a few times but cannot sustain it, so they drop out of jump-rope fitness units and recess games. Base the choice on a timed trial during baseline; students who cannot yet time a single jump should start with the coordination template in gross motor.
- Baseline
- Time the longest continuous run of jumping in each of three trials on one day and use the best of the medians across two days. Check rope length (handles reach the armpits when standing on the rope); a wrong length causes most misses. Note whether the student jumps too high or double-bounces.
- Tips
- Jump rope units are common in elementary PE and the skill carries into recess. Short daily practice (2 minutes) builds endurance faster than one weekly trial. The long-rope condition is social; use it once single-rope jumping is steady.
- Limits
- Seconds without a miss is sensitive to one error; take the longest run. Students with orthopedic conditions should have PT clearance for repeated jumping. Does not measure rope tricks or speed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-pe-019.
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Goal
By the annual IEP review date, given a single jump rope sized for the student during the PE fitness unit, the student will independently continue jumping the rope without a miss for at least 30 seconds, in 3 of 4 consecutive weekly trials, as measured by duration recording collected weekly during PE.
Baseline: 5 seconds.
- 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. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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 Physical Fitness & PE Participation.
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) - Physical Fitness & PE Participation
- Baseline
- 5 seconds.
- Annual goal301 characters
- By the annual IEP review date, given a single jump rope sized for the student during the PE fitness unit, the student will independently continue jumping the rope without a miss for at least 30 seconds, in 3 of 4 consecutive weekly trials, as measured by duration recording collected weekly during PE.
- Timeframe
- By the annual IEP review date
- Condition
- Given a single jump rope sized for the student during the PE fitness unit
- Behavior
- The student will independently continue jumping the rope without a miss
- Criteria
- For at least 30 seconds, in 3 of 4 consecutive weekly trials
- Evaluation method
- Duration recording
- Schedule
- Weekly during PE
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- for at least 30 seconds
- Mastery rule:
- in 3 of 4 consecutive weekly trials
- Collection schedule:
- weekly during PE
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, given a single jump rope sized for the student during the PE fitness unit, the student will independently continue jumping the rope without a miss for at least 30 seconds, in 3 of 4 consecutive weekly trials, as measured by duration recording collected weekly during PE.
| Date | Activity / context | Start time | End time | Duration (seconds) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at least the target (30 seconds).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.