Join a group game already in progress
When to use this goal
For upper elementary students who want to play recess games (four square, tag, basketball) but watch from the edge or walk away. Present levels decide fit. Joining is the leisure skill here; how the game goes afterward fits peer goals.
- Baseline
- Observe 4 or more recesses and count the times a game the student likes was going and whether they joined. Note how peers responded; a game that never lets the student in is an environment problem.
- Tips
- Score an opportunity as met when the student asked or got in line and took part. A peer buddy program can make games open to the student. Teach the rules of the student's favorite game separately.
- Limits
- Peers decide whether the student gets in; record refusals separately. Does not measure how long the student keeps playing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-lei-011.
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Goal
By the annual IEP review date, during recess, when a group game they like is already being played, the student will walk up to the game, ask to join or wait at the line or the side, and take part when let in independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected during three recess periods a week.
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 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
- 1 of 5 opportunities.
- Annual goal360 characters
- By the annual IEP review date, during recess, when a group game they like is already being played, the student will walk up to the game, ask to join or wait at the line or the side, and take part when let in independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected during three recess periods a week.
- Timeframe
- By the annual IEP review date
- Condition
- During recess, when a group game they like is already being played
- Behavior
- The student will walk up to the game, ask to join or wait at the line or the side, and take part when let in independently
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- During three recess periods a week
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:
- on 4 of 5 observed days
- Collection schedule:
- during three recess periods a week
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during recess, when a group game they like is already being played, the student will walk up to the game, ask to join or wait at the line or the side, and take part when let in independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected during three recess periods a week.
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.