Use playground equipment the taught way
When to use this goal
For young students who climb up slides, jump from the top of climbers, or walk in front of swings. Scores each recess as an opportunity with the posted equipment rules. Base the choice on recess observation. Motor skills on equipment are in gross-motor.
- Baseline
- Observe 5 recesses and record whether any unsafe equipment use occurred, which piece, and which rule. Teach the rules on the equipment itself with the student walking through them before counting.
- Tips
- Keep the rules few and physical (feet first, hands on, walk around). Reinforce safe turns right away. For a student who does not yet stop on cue, keep an adult beside the equipment and work on bh-saf-004 at the same time.
- Limits
- Whole-recess scoring is all-or-nothing; a count of unsafe uses per recess may show progress sooner. Playground staff must know the rules and the student's goal to collect data.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-011.
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Goal
By the annual IEP review date, during recess on the playground with the equipment rules reviewed before going out, the student will use each piece of equipment the taught way (feet first down the slide, climb on the climbing side, walk around swings) for the whole recess independently in 5 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily at recess, summarized weekly.
Baseline: 1 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 Safety Behaviors.
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 - Safety Behaviors
- Baseline
- 1 of 5 opportunities.
- Annual goal434 characters
- By the annual IEP review date, during recess on the playground with the equipment rules reviewed before going out, the student will use each piece of equipment the taught way (feet first down the slide, climb on the climbing side, walk around swings) for the whole recess independently in 5 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily at recess, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During recess on the playground with the equipment rules reviewed before going out
- Behavior
- The student will use each piece of equipment the taught way (feet first down the slide, climb on the climbing side, walk around swings) for the whole recess independently
- Criteria
- In 5 of 5 opportunities, across 3 consecutive weekly data summaries
- Evaluation method
- Direct observation
- Schedule
- Daily at recess, 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 5 of 5 opportunities
- Mastery rule:
- across 3 consecutive weekly data summaries
- Collection schedule:
- daily at recess, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during recess on the playground with the equipment rules reviewed before going out, the student will use each piece of equipment the taught way (feet first down the slide, climb on the climbing side, walk around swings) for the whole recess independently in 5 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily at recess, 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.