Shield and dribble away from a defender
When to use this goal
For students who dribble a soccer ball well in open space but lose it as soon as an opponent comes close. Game observation, not grade, decides fit. Students still learning to dribble through cones should use a gross-motor dribbling goal first.
- Baseline
- Across two game sessions, record the first six times a defender comes within about two steps while the student has the ball, and mark whether the student kept possession by shielding, dribbling away or passing. Note whether the student freezes, kicks the ball away or stops.
- Tips
- Count each time a defender closes as one opportunity; possession kept for about three seconds, or a completed pass, scores. Begin in drills where the defender's speed can be set, then move into games. Teach shielding as a legal, calm move, not as pushing.
- Limits
- Opportunities depend on how the game flows; a quiet game may give few chances, so add a drill probe if needed. It does not score shooting or defending. Contact rules vary by league; follow the class rules.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sp-004.
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Goal
By the annual IEP review date, during a small-sided soccer game when a defender closes in, the student will turn their body between the defender and the ball and dribble away into open space independently in at least 4 of 6 opportunities, on 3 of 4 observed game days, as measured by frequency recording collected weekly during soccer units.
Baseline: 1 of 6 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. Frequency (event) 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 Sport & Game 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) - Sport & Game Skills
- Baseline
- 1 of 6 opportunities.
- Annual goal341 characters
- By the annual IEP review date, during a small-sided soccer game when a defender closes in, the student will turn their body between the defender and the ball and dribble away into open space independently in at least 4 of 6 opportunities, on 3 of 4 observed game days, as measured by frequency recording collected weekly during soccer units.
- Timeframe
- By the annual IEP review date
- Condition
- During a small-sided soccer game when a defender closes in
- Behavior
- The student will turn their body between the defender and the ball and dribble away into open space independently
- Criteria
- In at least 4 of 6 opportunities, on 3 of 4 observed game days
- Evaluation method
- Frequency recording
- Schedule
- Weekly during soccer units
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 6 opportunities
- Mastery rule:
- on 3 of 4 observed game days
- Collection schedule:
- weekly during soccer units
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a small-sided soccer game when a defender closes in, the student will turn their body between the defender and the ball and dribble away into open space independently in at least 4 of 6 opportunities, on 3 of 4 observed game days, as measured by frequency recording collected weekly during soccer units.
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 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.