Guard an assigned player on defense
When to use this goal
For students who know the basic rules of a team game but chase the ball with everyone else rather than playing their role. Game observation, not grade, decides fit. Works for basketball, soccer, ultimate and other invasion games.
- Baseline
- During two games, score the first six changes of possession: did the student find their player within a few seconds and stay with them? Note whether the student follows the ball, stands still or leaves the court.
- Tips
- Each change of possession is one opportunity. Matching pinnies are a quiet, age-respecting support that peers barely notice. Rotate assignments so the student guards players of different skill levels.
- Limits
- Counts position, not whether the student stops the other player. Fast games give little time to find a player; slow the game with a walking rule at first. Zone defense needs a different template.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sp-017.
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Goal
By the annual IEP review date, during a 3-on-3 basketball game when the other team has the ball, the student will move to stay between their assigned player and the basket or goal independently in at least 5 of 6 opportunities, on 3 of 4 observed game days, as measured by frequency recording collected weekly during team game units.
Baseline: 2 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
- 2 of 6 opportunities.
- Annual goal333 characters
- By the annual IEP review date, during a 3-on-3 basketball game when the other team has the ball, the student will move to stay between their assigned player and the basket or goal independently in at least 5 of 6 opportunities, on 3 of 4 observed game days, as measured by frequency recording collected weekly during team game units.
- Timeframe
- By the annual IEP review date
- Condition
- During a 3-on-3 basketball game when the other team has the ball
- Behavior
- The student will move to stay between their assigned player and the basket or goal independently
- Criteria
- In at least 5 of 6 opportunities, on 3 of 4 observed game days
- Evaluation method
- Frequency recording
- Schedule
- Weekly during team game 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 5 of 6 opportunities
- Mastery rule:
- on 3 of 4 observed game days
- Collection schedule:
- weekly during team game units
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 3-on-3 basketball game when the other team has the ball, the student will move to stay between their assigned player and the basket or goal independently in at least 5 of 6 opportunities, on 3 of 4 observed game days, as measured by frequency recording collected weekly during team game 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.