Keep practicing a new skill after a miss
When to use this goal
For middle school students who stop practicing a new physical, musical, or hands-on skill after missing it once or twice in front of others. Present levels decide fit, not grade. Adjust the skill to the student's motor and sensory needs with the PE, music, or CTE teacher.
- Baseline
- Watch 4 practice moments across a week or two and record how many attempts the student made after the first miss. Note whether peers watching changes what the student does. Score only what the student says, writes, signs, or does; never use a self-esteem rating or a mood scale as the criterion.
- Tips
- Plan practice so misses are normal for everyone and no one is watched alone. Count attempts, not success. Teachers outside special education can collect this with a quick tally.
- Limits
- Measures attempts in practice, not willingness to perform or compete. A student who stops because of pain or fatigue needs a health or motor review, not this goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sc-015.
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Goal
By the annual IEP review date, during skill practice in PE, music, art, or a lab class after a missed first attempt, the student will make at least two more attempts at the skill before stopping, changing stations, or asking for help independently in at least 3 of 4 opportunities, in 3 of 4 consecutive weekly observations, as measured by direct observation collected weekly, during planned practice.
Baseline: 1 of 4 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 Self-Concept & Positive Self-Talk.
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
- Social-Emotional & Communication - Self-Concept & Positive Self-Talk
- Baseline
- 1 of 4 opportunities.
- Annual goal401 characters
- By the annual IEP review date, during skill practice in PE, music, art, or a lab class after a missed first attempt, the student will make at least two more attempts at the skill before stopping, changing stations, or asking for help independently in at least 3 of 4 opportunities, in 3 of 4 consecutive weekly observations, as measured by direct observation collected weekly, during planned practice.
- Timeframe
- By the annual IEP review date
- Condition
- During skill practice in PE, music, art, or a lab class after a missed first attempt
- Behavior
- The student will make at least two more attempts at the skill before stopping, changing stations, or asking for help independently
- Criteria
- In at least 3 of 4 opportunities, in 3 of 4 consecutive weekly observations
- Evaluation method
- Direct observation
- Schedule
- Weekly, during planned practice
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 3 of 4 opportunities
- Mastery rule:
- in 3 of 4 consecutive weekly observations
- Collection schedule:
- weekly, during planned practice
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during skill practice in PE, music, art, or a lab class after a missed first attempt, the student will make at least two more attempts at the skill before stopping, changing stations, or asking for help independently in at least 3 of 4 opportunities, in 3 of 4 consecutive weekly observations, as measured by direct observation collected weekly, during planned practice.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.