Clear a line of low hurdles
When to use this goal
For students who run well but stop, stutter step or jump with two feet at each obstacle. Present levels, not grade, decide fit. Foam hurdles or pool noodles on cones keep the event safe.
- Baseline
- Run the lane twice on two days and score each hurdle as cleared in stride or as a stop, stutter or two-foot jump. Note which leg the student leads with naturally; that becomes the lead leg.
- Tips
- Each hurdle in the run is one opportunity; use the better of two runs. Raise the hurdle only after the stride pattern holds. A hurdle relay gives a team reason to practice.
- Limits
- Counts cleared hurdles, not speed. Spacing between hurdles must suit the student's stride, or the task becomes a stride problem. It does not cover jumping events.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sp-014.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when running a 30-yard lane with 5 foam hurdles about 8 inches high, the student will independently step over each hurdle with the same lead leg and keep running without stopping between hurdles in at least 4 of 5 opportunities, on 3 of 4 consecutive probe days, as measured by direct observation collected weekly during track units.
Baseline: 2 of 5 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 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 5 opportunities.
- Annual goal364 characters
- By the annual IEP review date, when running a 30-yard lane with 5 foam hurdles about 8 inches high, the student will independently step over each hurdle with the same lead leg and keep running without stopping between hurdles in at least 4 of 5 opportunities, on 3 of 4 consecutive probe days, as measured by direct observation collected weekly during track units.
- Timeframe
- By the annual IEP review date
- Condition
- When running a 30-yard lane with 5 foam hurdles about 8 inches high
- Behavior
- The student will independently step over each hurdle with the same lead leg and keep running without stopping between hurdles
- Criteria
- In at least 4 of 5 opportunities, on 3 of 4 consecutive probe days
- Evaluation method
- Direct observation
- Schedule
- Weekly during track 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 5 opportunities
- Mastery rule:
- on 3 of 4 consecutive probe days
- Collection schedule:
- weekly during track units
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when running a 30-yard lane with 5 foam hurdles about 8 inches high, the student will independently step over each hurdle with the same lead leg and keep running without stopping between hurdles in at least 4 of 5 opportunities, on 3 of 4 consecutive probe days, as measured by direct observation collected weekly during track 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 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.