Deal and play a card game with peers
When to use this goal
For upper elementary students who enjoy card games at home but need an adult to run games with classmates. Present levels decide fit. Use a matching, number, or color card game the student already knows.
- 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
- A card holder or a card shuffler is a fair support for students with fine motor needs. Score from observation. Let the student choose the game.
- Limits
- Peers and the game choice change the data; note both. Does not measure handling losing, which fits a social goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-lei-007.
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Goal
By the annual IEP review date, during indoor recess or a game club with two or three peers and a familiar card game, the student will complete the card game steps from shuffling and dealing to putting the deck away, performing at least 6 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 goal364 characters
- By the annual IEP review date, during indoor recess or a game club with two or three peers and a familiar card game, the student will complete the card game steps from shuffling and dealing to putting the deck away, performing at least 6 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 indoor recess or a game club with two or three peers and a familiar card game
- Behavior
- The student will complete the card game steps from shuffling and dealing to putting the deck away
- Criteria
- Performing at least 6 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 6 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 indoor recess or a game club with two or three peers and a familiar card game, the student will complete the card game steps from shuffling and dealing to putting the deck away, performing at least 6 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. Asks peers to play or agrees when asked | ||||||||
| 2. Shuffles the deck (by hand or with a shuffler) | ||||||||
| 3. Deals the right number of cards to each player | ||||||||
| 4. Takes a turn following the game's rule | ||||||||
| 5. Waits for the other players' turns | ||||||||
| 6. Plays until the round ends and says who won | ||||||||
| 7. Gathers the cards and puts the deck in its box | ||||||||
| 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: 6 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.