Aim a bowling ramp and release the ball
When to use this goal
For students who cannot lift or swing a bowling ball but can join bowling with a ramp: lining up the ramp toward the pins and pushing the ball down it. Fit depends on a trial with the ramp, not grade. The student controls the aim; the adult sets the ramp in place only if the plan says so.
- Baseline
- Score 10 rolls: reached the pins, knocked 3 or more, or went off the lane. Record who aimed the ramp. A head-pin tape line is an easy first support.
- Tips
- Ramps are allowed in many community leagues and Special Olympics events. Let the student keep score on the screen when at an alley. Pair with mt-pe-027 for a full alley routine.
- Limits
- Ramp skill is about aim and release, not fitness; pair with an activity goal if fitness is the need.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-pe-026.
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Goal
By the annual IEP review date, during a PE bowling unit with plastic pins, a lightweight ball, and a bowling ramp, the student will turn the ramp toward the head pin, place the ball, and push it down the ramp so it reaches the pins independently in at least 7 of 10 trials, across 3 consecutive bowling sessions, as measured by direct observation collected 10 rolls per bowling session.
Baseline: 2 of 10 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. Direct observation 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 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
- 2 of 10 opportunities.
- Annual goal386 characters
- By the annual IEP review date, during a PE bowling unit with plastic pins, a lightweight ball, and a bowling ramp, the student will turn the ramp toward the head pin, place the ball, and push it down the ramp so it reaches the pins independently in at least 7 of 10 trials, across 3 consecutive bowling sessions, as measured by direct observation collected 10 rolls per bowling session.
- Timeframe
- By the annual IEP review date
- Condition
- During a PE bowling unit with plastic pins, a lightweight ball, and a bowling ramp
- Behavior
- The student will turn the ramp toward the head pin, place the ball, and push it down the ramp so it reaches the pins independently
- Criteria
- In at least 7 of 10 trials, across 3 consecutive bowling sessions
- Evaluation method
- Direct observation
- Schedule
- 10 rolls per bowling session
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 7 of 10 trials
- Mastery rule:
- across 3 consecutive bowling sessions
- Collection schedule:
- 10 rolls per bowling session
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a PE bowling unit with plastic pins, a lightweight ball, and a bowling ramp, the student will turn the ramp toward the head pin, place the ball, and push it down the ramp so it reaches the pins independently in at least 7 of 10 trials, across 3 consecutive bowling sessions, as measured by direct observation collected 10 rolls per bowling session.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.