Stop play quickly at the whistle
When to use this goal
For upper elementary students who keep kicking, throwing, or running after the PE or recess whistle. Present levels decide fit. Whistle stops in games are practice of inhibition; emergency stops are safety-behavior goals.
- Baseline
- Time 10 or more whistles across a few classes from the whistle to the student stopping. 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.
- Tips
- Drills make stopping a game. Timing ends when feet stop and equipment is held or down.
- Limits
- Game excitement varies; compare like games. Not a safety stop measure.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ic-021.
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Goal
By the annual IEP review date, when the PE teacher blows the whistle during a game, the student will stop moving, hold the ball, and freeze in place independently within 2 seconds, on 4 of 5 consecutive PE classes, as measured by latency recording collected each PE class, timing three whistles.
Baseline: 8 seconds.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 to review
Review: Unit fits the behavior. Latency measures how quickly a response starts. The behavior should describe starting or responding.
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Latency recording gives latency 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
- 8 seconds.
- Annual goal295 characters
- By the annual IEP review date, when the PE teacher blows the whistle during a game, the student will stop moving, hold the ball, and freeze in place independently within 2 seconds, on 4 of 5 consecutive PE classes, as measured by latency recording collected each PE class, timing three whistles.
- Timeframe
- By the annual IEP review date
- Condition
- When the PE teacher blows the whistle during a game
- Behavior
- The student will stop moving, hold the ball, and freeze in place independently
- Criteria
- Within 2 seconds, on 4 of 5 consecutive PE classes
- Evaluation method
- Latency recording
- Schedule
- Each PE class, timing three whistles
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Latency tracker. Records the cue time and the response time.
Latency tracker
Latency- Student label:
- Target:
- within 2 seconds
- Mastery rule:
- on 4 of 5 consecutive PE classes
- Collection schedule:
- each PE class, timing three whistles
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when the PE teacher blows the whistle during a game, the student will stop moving, hold the ball, and freeze in place independently within 2 seconds, on 4 of 5 consecutive PE classes, as measured by latency recording collected each PE class, timing three whistles.
| Date | Instruction / cue | Cue given (time) | Response began (time) | Latency (seconds) | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the cue ends (for example, the end of the direction). Stop when the defined response begins.
- Record latency in seconds. Shorter latency means faster starts.
- Use a stopwatch or a timer app. Avoid estimating from the clock when measuring seconds.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.