Stop and start on the teacher's signal in PE
When to use this goal
For students who keep running after the whistle, continue bouncing a ball during instructions, or do not start when the class starts, which is a safety issue in a gym. Base the choice on timing the response to signals during baseline.
- Baseline
- Time five signals on each of two days from the signal to the student stopping (or starting) and use the median. Note whether the student hears the whistle; some students respond to a visual signal immediately but not to sound, which changes the support. Check hearing if responses are inconsistent.
- Tips
- Every PE class has multiple signals, so five timings a week are easy. Teach the signal with a freeze game first. This is a safety skill; name it as such and share the data with the general PE teacher.
- Limits
- Timing by hand has about a second of error; accept that. Stopping on signal in PE may not transfer to recess without practice there. Students with hearing loss need a visual signal as a permanent accommodation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-pe-009.
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Goal
By the annual IEP review date, when the teacher blows the whistle or gives the stop signal during a PE activity, the student will stop moving and hold the equipment still independently within 3 seconds, on 4 of 5 consecutive signals across 3 weekly sessions, as measured by latency recording collected weekly during PE, timing five signals.
Baseline: 12 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 Physical Fitness & PE Participation.
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) - Physical Fitness & PE Participation
- Baseline
- 12 seconds.
- Annual goal340 characters
- By the annual IEP review date, when the teacher blows the whistle or gives the stop signal during a PE activity, the student will stop moving and hold the equipment still independently within 3 seconds, on 4 of 5 consecutive signals across 3 weekly sessions, as measured by latency recording collected weekly during PE, timing five signals.
- Timeframe
- By the annual IEP review date
- Condition
- When the teacher blows the whistle or gives the stop signal during a PE activity
- Behavior
- The student will stop moving and hold the equipment still independently
- Criteria
- Within 3 seconds, on 4 of 5 consecutive signals across 3 weekly sessions
- Evaluation method
- Latency recording
- Schedule
- Weekly during PE, timing five signals
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 3 seconds
- Mastery rule:
- on 4 of 5 consecutive signals across 3 weekly sessions
- Collection schedule:
- weekly during PE, timing five signals
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when the teacher blows the whistle or gives the stop signal during a PE activity, the student will stop moving and hold the equipment still independently within 3 seconds, on 4 of 5 consecutive signals across 3 weekly sessions, as measured by latency recording collected weekly during PE, timing five signals.
| 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.