Keep playing a game after a rule is changed
When to use this goal
For students whose present levels show games end in protest when a rule differs from how they learned it. For students who know a few simple games. Present levels decide which games and how big a change.
- Baseline
- Play three familiar games with one small rule change each and record whether the student continued, argued, or quit. Start with changes that do not affect winning (a different starting player) before ones that do.
- Tips
- Each game with a rule change is one opportunity. Met means the student plays to the end by the new rule, with no more than one statement of disagreement. Planned sessions give steady data; natural peer games can be logged too. Keep the changes small and clearly stated.
- Limits
- Games are a practice context; flexibility there may not transfer to schedules or work. Peers may not state rule changes clearly, which creates fair confusion.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-cf-008.
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Goal
By the annual IEP review date, when an adult or peer introduces one changed rule in a familiar game before it starts, the student will continue playing by the changed rule for the rest of the game independently in at least 4 of 5 opportunities, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during a planned game session.
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. Opportunity (trial) recording 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 Cognitive Flexibility.
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
- Executive Function - Cognitive Flexibility
- Baseline
- 1 of 5 opportunities.
- Annual goal377 characters
- By the annual IEP review date, when an adult or peer introduces one changed rule in a familiar game before it starts, the student will continue playing by the changed rule for the rest of the game independently in at least 4 of 5 opportunities, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during a planned game session.
- Timeframe
- By the annual IEP review date
- Condition
- When an adult or peer introduces one changed rule in a familiar game before it starts
- Behavior
- The student will continue playing by the changed rule for the rest of the game independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during a planned game session
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 sessions
- Collection schedule:
- weekly during a planned game session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when an adult or peer introduces one changed rule in a familiar game before it starts, the student will continue playing by the changed rule for the rest of the game independently in at least 4 of 5 opportunities, across 3 consecutive weekly sessions, as measured by opportunity-by-opportunity data collected weekly during a planned game session.
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.