Respond to stop and go words in games
When to use this goal
For preschool students who join movement games by watching peers but do not yet respond to the spoken words (go, stop, jump, wait, slow, fast). Responding to these words in a game shows comprehension and builds listening during play. Base the choice on classroom observation.
- Baseline
- During two games, give 10 action words in random order without gestures and record the response to each. Note whether the student follows peers rather than the word; giving the word when peers are still is a clearer test.
- Tips
- Each action word is one opportunity. Score correct when the movement matches within a few seconds. Any movement that matches the word counts (a wheelchair user stopping or going). This is a language goal during play, not a safety or compliance goal, and should stay fun.
- Limits
- Excitement, motor skills, and peer models affect responses. The goal does not measure safety responses to stop in real danger, which need a separate safety plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-045.
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Goal
By the annual IEP review date, during a music or movement game when the adult says go, stop, jump, slow, or fast without a gesture, the student will carry out the named action within a few seconds of the word (such as stopping, jumping, or going slow) independently in at least 8 of 10 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 3 of 10 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 Receptive Language.
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
- Speech & Language - Receptive Language
- Baseline
- 3 of 10 opportunities.
- Annual goal396 characters
- By the annual IEP review date, during a music or movement game when the adult says go, stop, jump, slow, or fast without a gesture, the student will carry out the named action within a few seconds of the word (such as stopping, jumping, or going slow) independently in at least 8 of 10 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a music or movement game when the adult says go, stop, jump, slow, or fast without a gesture
- Behavior
- The student will carry out the named action within a few seconds of the word (such as stopping, jumping, or going slow) independently
- Criteria
- In at least 8 of 10 opportunities, on 4 of 5 observed days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice 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 8 of 10 opportunities
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a music or movement game when the adult says go, stop, jump, slow, or fast without a gesture, the student will carry out the named action within a few seconds of the word (such as stopping, jumping, or going slow) independently in at least 8 of 10 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected twice 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 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.