Come to the adult when outdoor play ends
When to use this goal
For young students new to a preschool playground, which is larger and busier than home, who keep playing or run the other way when it is time to go in. Present levels in responding to a familiar adult's call decide fit. The playground is fenced and adults supervise throughout.
- Baseline
- Record 5 signals over 3 days, including practice signals in a game. Count correct when the student reached the adult or spot within about a minute without being led.
- Tips
- Practice the signal as a game with a reward that is not leaving the playground (a high five, a turn with a favorite toy back in class). Use the same signal every day. Families can use the same song at the park.
- Limits
- Running away from adults outdoors is a safety concern that needs a safety plan; this goal teaches the routine only. Fenced areas are assumed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-pk-026.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when the end-of-outdoor-play signal (a bell, a song, or a whistle) sounds on the fenced playground, the student will stop playing and walk to the adult or the line-up spot independently in at least 4 of 5 opportunities, on 3 of 4 consecutive school days, as measured by direct observation collected daily, including planned practice signals.
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 Preschool & Kindergarten Readiness.
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
- Functional & Independence Skills - Preschool & Kindergarten Readiness
- Baseline
- 1 of 5 opportunities.
- Annual goal372 characters
- By the annual IEP review date, when the end-of-outdoor-play signal (a bell, a song, or a whistle) sounds on the fenced playground, the student will stop playing and walk to the adult or the line-up spot independently in at least 4 of 5 opportunities, on 3 of 4 consecutive school days, as measured by direct observation collected daily, including planned practice signals.
- Timeframe
- By the annual IEP review date
- Condition
- When the end-of-outdoor-play signal (a bell, a song, or a whistle) sounds on the fenced playground
- Behavior
- The student will stop playing and walk to the adult or the line-up spot independently
- Criteria
- In at least 4 of 5 opportunities, on 3 of 4 consecutive school days
- Evaluation method
- Direct observation
- Schedule
- Daily, including planned practice signals
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:
- on 3 of 4 consecutive school days
- Collection schedule:
- daily, including planned practice signals
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when the end-of-outdoor-play signal (a bell, a song, or a whistle) sounds on the fenced playground, the student will stop playing and walk to the adult or the line-up spot independently in at least 4 of 5 opportunities, on 3 of 4 consecutive school days, as measured by direct observation collected daily, including planned practice signals.
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.