Bowl a frame at a community bowling alley
When to use this goal
For older students who bowl in PE but need the full routine at a public alley (choosing a ball, waiting for the lane, the approach, returning to the seat) to bowl with family, friends, or a league. Fit depends on outing data, not grade.
- Baseline
- Score two frames per outing. Note ball weight; a 6 to 8 pound ball is often right. Waiting for the reset is a common gap.
- Tips
- Bowling is a common lifetime and family activity. Bumpers and ramps are fine supports. Pair with mt-pe-026 if a ramp is used.
- Limits
- Outings are infrequent; school practice fills the gaps.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-pe-027.
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Goal
By the annual IEP review date, during a community bowling outing with the class, the student will bowl a full frame following the alley routine, performing all 7 steps independently, on 3 consecutive bowling outings, as measured by a task-analysis checklist collected each bowling outing, scoring 2 frames.
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 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
- 3 of 7 steps independently.
- Annual goal306 characters
- By the annual IEP review date, during a community bowling outing with the class, the student will bowl a full frame following the alley routine, performing all 7 steps independently, on 3 consecutive bowling outings, as measured by a task-analysis checklist collected each bowling outing, scoring 2 frames.
- Timeframe
- By the annual IEP review date
- Condition
- During a community bowling outing with the class
- Behavior
- The student will bowl a full frame following the alley routine
- Criteria
- Performing all 7 steps independently, on 3 consecutive bowling outings
- Evaluation method
- A task-analysis checklist
- Schedule
- Each bowling outing, scoring 2 frames
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 bowling outings
- Collection schedule:
- each bowling outing, scoring 2 frames
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a community bowling outing with the class, the student will bowl a full frame following the alley routine, performing all 7 steps independently, on 3 consecutive bowling outings, as measured by a task-analysis checklist collected each bowling outing, scoring 2 frames.
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. Choose a ball of a weight they can hold with two hands or the finger holes | ||||||||
| 2. Wait behind the line until the pins are set | ||||||||
| 3. Step up to the approach and face the pins | ||||||||
| 4. Swing or push the ball and release it on the lane | ||||||||
| 5. Stay behind the foul line after the release | ||||||||
| 6. Wait for the ball return and bowl the second ball | ||||||||
| 7. Return to the seat area and let the next bowler go | ||||||||
| 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.