Play at a chosen center for longer
When to use this goal
For preschool students who wander between centers without using the materials, or leave a center after a few seconds, so they miss the play the centers are built for. Fit depends on observation of center time and play skills, not age. Sitting still is not the goal; using the materials is.
- Baseline
- Time from arrival at the chosen center to leaving it for five center times and use the median. Note which centers hold attention longest; start the goal with those. Count brief looks around the room as staying, and leaving the center area as stopping.
- Tips
- Choice matters; let the student pick from two or three photos. A brief adult comment about the play ("you built a tall tower") helps more than a direction to stay. The change signal should be the same every day.
- Limits
- Duration does not show the quality of play; pair with a play goal in the social-emotional area when that is the need. Centers with too many children make staying hard for anyone.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-040.
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Goal
By the annual IEP review date, during free-choice center time after the student picks a center from the choice board, the student will play with the materials at the chosen center independently for at least 8 minutes, on 4 of 5 consecutive center times, as measured by duration recording collected daily during center time.
Baseline: 2 minutes.
- 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. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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 minutes.
- Annual goal323 characters
- By the annual IEP review date, during free-choice center time after the student picks a center from the choice board, the student will play with the materials at the chosen center independently for at least 8 minutes, on 4 of 5 consecutive center times, as measured by duration recording collected daily during center time.
- Timeframe
- By the annual IEP review date
- Condition
- During free-choice center time after the student picks a center from the choice board
- Behavior
- The student will play with the materials at the chosen center independently
- Criteria
- For at least 8 minutes, on 4 of 5 consecutive center times
- Evaluation method
- Duration recording
- Schedule
- Daily during center time
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- for at least 8 minutes
- Mastery rule:
- on 4 of 5 consecutive center times
- Collection schedule:
- daily during center time
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during free-choice center time after the student picks a center from the choice board, the student will play with the materials at the chosen center independently for at least 8 minutes, on 4 of 5 consecutive center times, as measured by duration recording collected daily during center time.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at least the target (8 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.