Perform a line dance step sequence
When to use this goal
For students who can copy single dance moves but lose the order when moves are strung together in a line dance or school dance routine. Present levels, not grade, decide fit. Line dances are common at school dances, weddings and community events, which makes this a social as well as a motor skill.
- Baseline
- Score each step during one run of the dance on two days. Mark a step independent only if the move and timing were right without a model. List the dance used; another dance needs its own step list.
- Tips
- Replace the sample steps with the dance the class is learning. Let the student choose music when possible. A peer model in front is a natural support that fits school dances.
- Limits
- Scores one dance; generalizing to new dances needs a new probe. Timing to music is harder to judge than the steps; agree on what counts as on the beat. It does not cover partner dances.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sp-015.
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Goal
By the annual IEP review date, during a PE dance unit with a 32-count line dance taught to music, the student will dance the line dance sequence in order and in time with the music, ending facing the next wall, performing at least 7 of 8 steps independently, on 3 of 4 consecutive dance sessions, as measured by a task-analysis checklist collected twice weekly during dance units.
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 goal380 characters
- By the annual IEP review date, during a PE dance unit with a 32-count line dance taught to music, the student will dance the line dance sequence in order and in time with the music, ending facing the next wall, performing at least 7 of 8 steps independently, on 3 of 4 consecutive dance sessions, as measured by a task-analysis checklist collected twice weekly during dance units.
- Timeframe
- By the annual IEP review date
- Condition
- During a PE dance unit with a 32-count line dance taught to music
- Behavior
- The student will dance the line dance sequence in order and in time with the music, ending facing the next wall
- Criteria
- Performing at least 7 of 8 steps independently, on 3 of 4 consecutive dance sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly during dance units
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 dance sessions
- Collection schedule:
- twice weekly during dance units
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a PE dance unit with a 32-count line dance taught to music, the student will dance the line dance sequence in order and in time with the music, ending facing the next wall, performing at least 7 of 8 steps independently, on 3 of 4 consecutive dance sessions, as measured by a task-analysis checklist collected twice weekly during dance units.
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. Grapevine to the right (4 counts) | ||||||||
| 2. Grapevine to the left (4 counts) | ||||||||
| 3. Walk back three steps and touch (4 counts) | ||||||||
| 4. Step forward and touch (4 counts) | ||||||||
| 5. Rock forward and back, twice (8 counts) | ||||||||
| 6. Step and turn a quarter to the left (4 counts) | ||||||||
| 7. Stomp, clap twice (4 counts) | ||||||||
| 8. Start the sequence again facing the new wall | ||||||||
| 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.