Run in and jump a turning long rope
When to use this goal
For students who can jump a long rope that starts at their feet but hesitate or get caught when they must run into a rope that is already turning. Present levels, not grade, decide fit. Common in recess jump rope games, where joining in matters as much as the jump.
- Baseline
- Score three tries on two days. Note whether the student waits too long, runs in under a falling rope, or stops in the middle. A consistent, slow turning pace is part of the condition; record who turned.
- Tips
- Running through the rope without jumping (the progression step) builds timing before jumps are added. In recess games, pair this with a turn-taking goal so the student also turns the rope for peers. Use the word go as a timing cue and fade it.
- Limits
- Depends on the turners; fast or uneven turning makes the task harder. It does not measure the number of continuous jumps. Students who find the rope's sound or motion stressful may need a longer slow-rope phase.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sp-010.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when two peers or adults turn a long rope at a steady pace in PE, the student will enter the turning rope, jump it, and run out the far side following the long rope steps, performing at least 5 of 6 steps independently, on 3 of 4 observed days, as measured by a task-analysis checklist collected twice weekly during jump rope units or recess.
Baseline: 2 of 6 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
- 2 of 6 steps independently.
- Annual goal373 characters
- By the annual IEP review date, when two peers or adults turn a long rope at a steady pace in PE, the student will enter the turning rope, jump it, and run out the far side following the long rope steps, performing at least 5 of 6 steps independently, on 3 of 4 observed days, as measured by a task-analysis checklist collected twice weekly during jump rope units or recess.
- Timeframe
- By the annual IEP review date
- Condition
- When two peers or adults turn a long rope at a steady pace in PE
- Behavior
- The student will enter the turning rope, jump it, and run out the far side following the long rope steps
- Criteria
- Performing at least 5 of 6 steps independently, on 3 of 4 observed days
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly during jump rope units or recess
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 5 of 6 steps independently
- Mastery rule:
- on 3 of 4 observed days
- Collection schedule:
- twice weekly during jump rope units or recess
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when two peers or adults turn a long rope at a steady pace in PE, the student will enter the turning rope, jump it, and run out the far side following the long rope steps, performing at least 5 of 6 steps independently, on 3 of 4 observed days, as measured by a task-analysis checklist collected twice weekly during jump rope units or recess.
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 beside a turner, close to the rope | ||||||||
| 2. Watch the rope hit the ground and start back up | ||||||||
| 3. Run in just after the rope passes the nose | ||||||||
| 4. Jump with two feet each time the rope comes around | ||||||||
| 5. Jump at least three turns in the middle | ||||||||
| 6. Run out the far side as the rope goes up | ||||||||
| 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: 5 of 6).
- 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.