Follow the recess rules from the door to the line-up
When to use this goal
For students who get referrals at recess for equipment misuse, arguing over games, or not lining up. Scores the recess routine as steps on a card the monitor fills in. Base the choice on recess referrals and a few observed recesses. Safety on equipment and staying in bounds are in safety-behavior.
- Baseline
- Have the monitor score 5 recesses; most problems cluster in the turn-taking and stop-at-signal steps. Note which activities go well and which produce arguing, and whether the student has anyone to play with; a student with no activity drifts into trouble.
- Tips
- Naming an activity at the door removes the wandering that starts most recess problems. Monitors score in 30 seconds. Pair with replacement-behavior bh-rep-026 (break at recess) and bh-rep-019 (reporting) if escalation is the issue, and with play-social-participation goals if the student lacks play skills.
- Limits
- Recess is loosely supervised; some steps go unobserved and should be marked not seen rather than failed. Weather cancels recess, so data come slowly in some seasons.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-026.
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Goal
By the annual IEP review date, during recess with the recess rules reviewed before going out and a monitor who knows the student, the student will complete the recess routine steps, performing at least 5 of 6 steps independently, on 8 of 10 consecutive scored recesses, as measured by a task-analysis checklist collected daily, scored by the recess monitor on a one-line card.
Baseline: 2 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 Classroom Expectations & Routines.
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
- Behavior & Classroom Expectations - Classroom Expectations & Routines
- Baseline
- 2 of 6 steps independently.
- Annual goal376 characters
- By the annual IEP review date, during recess with the recess rules reviewed before going out and a monitor who knows the student, the student will complete the recess routine steps, performing at least 5 of 6 steps independently, on 8 of 10 consecutive scored recesses, as measured by a task-analysis checklist collected daily, scored by the recess monitor on a one-line card.
- Timeframe
- By the annual IEP review date
- Condition
- During recess with the recess rules reviewed before going out and a monitor who knows the student
- Behavior
- The student will complete the recess routine steps
- Criteria
- Performing at least 5 of 6 steps independently, on 8 of 10 consecutive scored recesses
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily, scored by the recess monitor on a one-line card
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- on 8 of 10 consecutive scored recesses
- Collection schedule:
- daily, scored by the recess monitor on a one-line card
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during recess with the recess rules reviewed before going out and a monitor who knows the student, the student will complete the recess routine steps, performing at least 5 of 6 steps independently, on 8 of 10 consecutive scored recesses, as measured by a task-analysis checklist collected daily, scored by the recess monitor on a one-line card.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Walks out to the play area with the class | ||||||||
| 2. Chooses an activity within 2 minutes | ||||||||
| 3. Takes turns with shared equipment (balls, swings) when asked | ||||||||
| 4. Follows the game's rules or leaves the game without arguing | ||||||||
| 5. Stops playing at the end-of-recess signal | ||||||||
| 6. Lines up at the door with the class | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.