Play a simple board game to the end
When to use this goal
For primary students who like games but leave in the middle, skip turns, or need an adult to run every step. Present levels decide fit. Use a short game with a spinner or a die and few rules, played with one or two peers.
- Baseline
- Observe the routine 3 or more times before setting a target. Mark each step as independent, done with a named prompt, or not done, and count only independent steps. Note which steps stop the activity from happening at all; teach those first.
- Tips
- Pick a game the student chose or showed interest in. Score from what you see; losing and saying so is fine. If waiting is the hard step, try games with quick turns or a turn marker.
- Limits
- Does not measure handling losing or rule changes, which fit social or flexibility goals. Peer behavior affects the data; note who played.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-lei-003.
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Goal
By the annual IEP review date, during a game time with one peer and a short board game with a die or spinner, the student will complete the steps of a simple board game from setup to cleanup, performing at least 5 of 7 steps independently, across 3 consecutive game sessions, as measured by a task-analysis checklist collected twice weekly.
Baseline: 2 of 7 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 Leisure & Recreation.
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
- Functional & Independence Skills - Leisure & Recreation
- Baseline
- 2 of 7 steps independently.
- Annual goal340 characters
- By the annual IEP review date, during a game time with one peer and a short board game with a die or spinner, the student will complete the steps of a simple board game from setup to cleanup, performing at least 5 of 7 steps independently, across 3 consecutive game sessions, as measured by a task-analysis checklist collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a game time with one peer and a short board game with a die or spinner
- Behavior
- The student will complete the steps of a simple board game from setup to cleanup
- Criteria
- Performing at least 5 of 7 steps independently, across 3 consecutive game sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly
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 7 steps independently
- Mastery rule:
- across 3 consecutive game sessions
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a game time with one peer and a short board game with a die or spinner, the student will complete the steps of a simple board game from setup to cleanup, performing at least 5 of 7 steps independently, across 3 consecutive game sessions, as measured by a task-analysis checklist collected twice weekly.
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. Gets the game and sets out the board and pieces | ||||||||
| 2. Picks a game piece and puts it on start | ||||||||
| 3. Takes a turn (rolls or spins, counts, moves) | ||||||||
| 4. Passes the die or spinner to the next player | ||||||||
| 5. Waits while others take turns, then takes the next turn | ||||||||
| 6. Plays until someone reaches the end | ||||||||
| 7. Puts the pieces back in the box and returns the game | ||||||||
| 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 7).
- 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.