Stop, think, and choose during recess problems
When to use this goal
For upper elementary students who react fast to recess problems (a disputed call, being tagged out, losing a ball) and end up in arguments. Present levels decide fit. A written stop-think-choose card with the student's own choices.
- Baseline
- Ask recess staff to log problems for two weeks and what the student did first. Write an operational definition first (what counts as the impulsive response and what counts as using the strategy), and teach and practice the strategy before measuring it. Look at when and why the impulsive response happens (excitement, wanting a turn, wanting to be first, avoiding a wait) and adjust the setting too: shorter waits, more turns, and quick acknowledgment of the student's ideas.
- Tips
- The student writes their own choices on the card. Score an opportunity as met when the student stopped and chose before arguing. Debrief briefly after recess.
- Limits
- Recess staff see only some problems. Peers' behavior matters too.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ic-020.
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Goal
By the annual IEP review date, when a problem comes up during a recess game, the student will stop, name the problem, think of two choices, and pick one (rock-paper-scissors, replay the point, ask an adult, take a break) independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily at recess, reviewed weekly.
Baseline: 1 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 Impulse Control & Inhibition.
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
- Executive Function - Impulse Control & Inhibition
- Baseline
- 1 of 5 opportunities.
- Annual goal374 characters
- By the annual IEP review date, when a problem comes up during a recess game, the student will stop, name the problem, think of two choices, and pick one (rock-paper-scissors, replay the point, ask an adult, take a break) independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily at recess, reviewed weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When a problem comes up during a recess game
- Behavior
- The student will stop, name the problem, think of two choices, and pick one (rock-paper-scissors, replay the point, ask an adult, take a break) independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Daily at recess, reviewed 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 at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- daily at recess, reviewed weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a problem comes up during a recess game, the student will stop, name the problem, think of two choices, and pick one (rock-paper-scissors, replay the point, ask an adult, take a break) independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily at recess, reviewed 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.