Stay inside the playground boundaries during recess
When to use this goal
For students who leave the fenced or marked play area, go behind buildings, or move toward the parking lot at recess. Scores each recess as an opportunity. Base the choice on recess observation. A student who runs from the area needs bh-saf-015 and an emergency plan as well.
- Baseline
- Record 5 recesses: stayed inside the whole time, left once and returned on a call, or left and had to be retrieved. Note where the student goes; a specific draw (a ball field, the parking lot) can be addressed with a planned activity there under supervision.
- Tips
- Walk the boundary with the student and mark it with cones if the fence is not obvious. Give the student a recess job or a preferred activity inside the area. Recess monitors need to know the student, the boundary, and the data sheet. Pair with the reduction goal bh-saf-015 for students who leave the supervised area more broadly.
- Limits
- Whole-recess scoring hides partial progress; count exits if the student leaves often. Does not cover leaving the building; that is bh-saf-015.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-013.
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Goal
By the annual IEP review date, during recess on a playground with marked or fenced boundaries reviewed before going out, the student will stay inside the playground boundaries 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: 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 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
- 2 of 5 opportunities.
- Annual goal359 characters
- By the annual IEP review date, during recess on a playground with marked or fenced boundaries reviewed before going out, the student will stay inside the playground boundaries 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 a playground with marked or fenced boundaries reviewed before going out
- Behavior
- The student will stay inside the playground boundaries 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 a playground with marked or fenced boundaries reviewed before going out, the student will stay inside the playground boundaries 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.