Follow the indoor recess routine
When to use this goal
For students who manage outdoor recess but struggle on indoor days: running in the room, taking games from others, or refusing to clean up. Fit depends on indoor recess observations, not grade. The menu of choices must include active options.
- Baseline
- Score the steps on three to five indoor recess days. Indoor days are irregular, so mastery is counted in indoor days, not weeks. Note what goes wrong: a choice problem, a sharing problem, or a clean-up problem points to different teaching.
- Tips
- Include movement choices (a dance video, a stretching card) so students who need to move have a place to do it. Practice the routine on a dry day before the first rainy one. The clean-up signal should match the regular classroom one.
- Limits
- Indoor recess may be rare in some climates, making data slow. Does not measure social play quality; see play goals in the social-emotional area.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-044.
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Goal
By the annual IEP review date, during indoor recess in the classroom with a posted menu of activities, the student will complete the indoor recess routine from choosing an activity to returning to the seat, performing at least 5 of 6 steps independently, on 4 of 5 consecutive indoor recess days, as measured by a task-analysis checklist collected each indoor recess.
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 goal367 characters
- By the annual IEP review date, during indoor recess in the classroom with a posted menu of activities, the student will complete the indoor recess routine from choosing an activity to returning to the seat, performing at least 5 of 6 steps independently, on 4 of 5 consecutive indoor recess days, as measured by a task-analysis checklist collected each indoor recess.
- Timeframe
- By the annual IEP review date
- Condition
- During indoor recess in the classroom with a posted menu of activities
- Behavior
- The student will complete the indoor recess routine from choosing an activity to returning to the seat
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive indoor recess days
- Evaluation method
- A task-analysis checklist
- Schedule
- Each indoor recess
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 4 of 5 consecutive indoor recess days
- Collection schedule:
- each indoor recess
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during indoor recess in the classroom with a posted menu of activities, the student will complete the indoor recess routine from choosing an activity to returning to the seat, performing at least 5 of 6 steps independently, on 4 of 5 consecutive indoor recess days, as measured by a task-analysis checklist collected each indoor recess.
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. Choose an activity from the indoor recess menu | ||||||||
| 2. Get the materials for that activity | ||||||||
| 3. Use the materials in the area for that activity | ||||||||
| 4. Ask before joining a game peers already started | ||||||||
| 5. Clean up the materials at the signal | ||||||||
| 6. Return to the seat by the end of the clean-up song or timer | ||||||||
| 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.