Stop and switch direction on a signal
When to use this goal
For young children who run but cannot stop or turn quickly when a game calls for it, so they crash into walls, peers or equipment. Fits children who run steadily across the gym; observed games, not age, decide fit.
- Baseline
- Give five signals during a game on two days and score each as stopped within two steps and turned, stopped late, or did not stop. Check whether the child noticed the signal; a child who did not hear or see it needs a different signal, not more practice.
- Tips
- Stopping and turning keeps a child safe in group games and builds the start of agility. Use the class's real games so practice and data happen together. Pair sound with a visual signal for children who respond better to what they see.
- Limits
- Measures stopping and turning in a known game, not reacting to unplanned obstacles. Excitement during games affects results; note group size. Children who need more time to process signals may show slower responses unrelated to motor skill.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-gm-055.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a running game in the gym, when the adult blows a whistle or holds up a turn sign, the student will independently stop within two steps of the signal and run back the other way without falling or bumping into anyone in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE, motor group or outdoor play.
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. Opportunity (trial) recording 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 Gross Motor Skills.
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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Gross Motor Skills
- Baseline
- 1 of 5 opportunities.
- Annual goal430 characters
- By the annual IEP review date, during a running game in the gym, when the adult blows a whistle or holds up a turn sign, the student will independently stop within two steps of the signal and run back the other way without falling or bumping into anyone in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE, motor group or outdoor play.
- Timeframe
- By the annual IEP review date
- Condition
- During a running game in the gym, when the adult blows a whistle or holds up a turn sign
- Behavior
- The student will independently stop within two steps of the signal and run back the other way without falling or bumping into anyone
- Criteria
- In at least 4 of 5 opportunities, on 3 of 4 consecutive weekly sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during PE, motor group or outdoor play
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 weekly sessions
- Collection schedule:
- weekly during PE, motor group or outdoor play
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a running game in the gym, when the adult blows a whistle or holds up a turn sign, the student will independently stop within two steps of the signal and run back the other way without falling or bumping into anyone in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during PE, motor group or outdoor play.
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.