Use a four-stride bowling approach
When to use this goal
For students who bowl from a standstill or with a two-handed push and are ready for a standard approach in a community or unified bowling program. The student's current routine on the task analysis, not grade, decides fit. Students who bowl with a ramp use a ramp template instead.
- Baseline
- Score the eight steps on the first three frames of two sessions, using the median frame. Check that the ball weight fits the student; a ball that is too heavy breaks the swing steps for reasons that are not skill.
- Tips
- A standard approach lets a student join a community league or family outing without special equipment. Score only the first frames of a session before fatigue sets in. Pair with a routine template for choosing a ball and waiting for the pinsetter if those steps also need teaching.
- Limits
- Counts approach steps, not pins knocked down. Alley lanes and gym lanes feel different, so do not mix them in one data set. Students with balance concerns may need a stationary delivery permanently; the PT can advise.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sp-007.
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Goal
By the annual IEP review date, during a community bowling outing on a lane with bumpers, the student will bowl the ball using the four-stride approach and release on the checklist, performing at least 7 of 8 steps independently, on 3 of 4 consecutive bowling sessions, as measured by a task-analysis checklist collected on the first three frames of each bowling session.
Baseline: 3 of 8 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 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
- 3 of 8 steps independently.
- Annual goal370 characters
- By the annual IEP review date, during a community bowling outing on a lane with bumpers, the student will bowl the ball using the four-stride approach and release on the checklist, performing at least 7 of 8 steps independently, on 3 of 4 consecutive bowling sessions, as measured by a task-analysis checklist collected on the first three frames of each bowling session.
- Timeframe
- By the annual IEP review date
- Condition
- During a community bowling outing on a lane with bumpers
- Behavior
- The student will bowl the ball using the four-stride approach and release on the checklist
- Criteria
- Performing at least 7 of 8 steps independently, on 3 of 4 consecutive bowling sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- On the first three frames of each bowling session
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 at least 7 of 8 steps independently
- Mastery rule:
- on 3 of 4 consecutive bowling sessions
- Collection schedule:
- on the first three frames of each bowling session
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a community bowling outing on a lane with bumpers, the student will bowl the ball using the four-stride approach and release on the checklist, performing at least 7 of 8 steps independently, on 3 of 4 consecutive bowling sessions, as measured by a task-analysis checklist collected on the first three frames of each bowling session.
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. Stand at the start dot holding the ball at chest height with both hands | ||||||||
| 2. Line up the shoulders square to the target arrow | ||||||||
| 3. Push the ball out while taking the first step with the same-side foot | ||||||||
| 4. Let the ball swing down and back on the second and third steps | ||||||||
| 5. Slide on the fourth step as the ball swings forward | ||||||||
| 6. Release the ball low past the sliding foot | ||||||||
| 7. Follow through with the arm toward the target | ||||||||
| 8. Stay behind the foul line until the ball reaches the pins | ||||||||
| 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 8).
- 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.