Stop rough play when a peer says stop
When to use this goal
For students whose tag, wrestling, or chasing games get too rough and who keep going after a peer says stop or pulls away, which leads to injuries and conflicts. Fit depends on recess observation, not grade. The student keeps the right to play active games.
- Baseline
- Watch recess for a week and record each time a peer said stop or pulled away: stopped quickly, stopped after more contact, or kept going. Note the games; some students handle tag but not wrestling.
- Tips
- Teach the stop rule to the whole class so everyone says and hears stop the same way. Checking with the peer keeps the game going when it is safe. Safety skills are targeted at every opportunity.
- Limits
- Peers do not always say stop clearly; teach them too. Does not measure how often games start out too rough; a reduction goal may be needed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-044.
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Goal
By the annual IEP review date, during recess or free play when a peer says "stop", says "no", or pulls away during an active game, the student will stop the contact within 3 seconds, step back, and check with the peer ("are you okay?" or "want to keep playing?") independently in 5 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily at recess, summarized weekly.
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 Safety Behaviors.
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
- Behavior & Classroom Expectations - Safety Behaviors
- Baseline
- 2 of 5 opportunities.
- Annual goal425 characters
- By the annual IEP review date, during recess or free play when a peer says "stop", says "no", or pulls away during an active game, the student will stop the contact within 3 seconds, step back, and check with the peer ("are you okay?" or "want to keep playing?") independently in 5 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily at recess, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During recess or free play when a peer says "stop", says "no", or pulls away during an active game
- Behavior
- The student will stop the contact within 3 seconds, step back, and check with the peer ("are you okay?" or "want to keep playing?") independently
- Criteria
- In 5 of 5 opportunities, across 3 consecutive weekly data summaries
- Evaluation method
- Direct observation
- Schedule
- Daily at recess, summarized weekly
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 5 of 5 opportunities
- Mastery rule:
- across 3 consecutive weekly data summaries
- Collection schedule:
- daily at recess, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during recess or free play when a peer says "stop", says "no", or pulls away during an active game, the student will stop the contact within 3 seconds, step back, and check with the peer ("are you okay?" or "want to keep playing?") independently in 5 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily at recess, summarized weekly.
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.