Follow the recess monitor's directions on the playground
When to use this goal
For students who follow classroom directions but ignore or argue with the recess monitor, usually a different adult in a loud, open space. Base the choice on the monitor's tally. Safety stops near the fence or equipment are in safety-behavior.
- Baseline
- Give the monitor a tally card for 5 recesses: followed first time, followed after a repeat, or did not follow. Ask whether the student seems to hear the direction; a direction shouted across the field may not have reached the student, and the monitor moving closer is part of the plan.
- Tips
- Introduce the monitor to the student as an adult in charge and keep the same monitor where possible. The end-of-recess line-up is usually the hardest direction; preview it with a 2-minute warning. Pair with replacement-behavior bh-rep-026 if escalation follows directions at recess.
- Limits
- Monitors supervise many students and tally imperfectly. Directions at recess are often about stopping fun, so follow rates will be lower than in class; set the target from the recess baseline, not the classroom one.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-dir-024.
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Goal
By the annual IEP review date, during recess when the recess monitor gives a one-step direction ("come off the slide," "line up," "give the ball back"), the student will independently follow the monitor's direction within 15 seconds without it being repeated in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily at recess, up to 5 directions, summarized weekly.
Baseline: 2 of 5 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. Direct observation 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 Following Adult Directions.
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 - Following Adult Directions
- Baseline
- 2 of 5 opportunities.
- Annual goal436 characters
- By the annual IEP review date, during recess when the recess monitor gives a one-step direction ("come off the slide," "line up," "give the ball back"), the student will independently follow the monitor's direction within 15 seconds without it being repeated in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily at recess, up to 5 directions, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During recess when the recess monitor gives a one-step direction ("come off the slide," "line up," "give the ball back")
- Behavior
- The student will independently follow the monitor's direction within 15 seconds without it being repeated
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly data summaries
- Evaluation method
- Direct observation
- Schedule
- Daily at recess, up to 5 directions, summarized 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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weekly data summaries
- Collection schedule:
- daily at recess, up to 5 directions, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during recess when the recess monitor gives a one-step direction ("come off the slide," "line up," "give the ball back"), the student will independently follow the monitor's direction within 15 seconds without it being repeated in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily at recess, up to 5 directions, summarized 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 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.