Teach a peer how to play a game
When to use this goal
For students who know a game well (a card game, a board game, a video game, a sport) and want to share it, but give rules in a jumble or play without explaining. Present levels decide fit. Teaching a game is a way to start leisure time with others.
- Baseline
- Score one practice run and one real session. Note which rows are skipped. Let the student choose the game; video and sports games count.
- Tips
- Score each row 0 (not done), 1 (with prompts), 2 (partly), 3 (clear on own). A rule card the student makes counts as their own work. Pair with a peer who wants to learn the game.
- Limits
- Rubric scores depend on the game's difficulty; keep the game the same for comparisons. Does not measure the whole game.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-lei-019.
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Goal
By the annual IEP review date, during a game club or free period, with a peer who does not know the game, the student will explain the goal of the game, how a turn works, and one key rule, then answer a question and start playing independently, earning a score of at least 10 out of 12 on a 4-row game teaching rubric scored 0 to 3 per row, on 3 consecutive teaching sessions, as measured by a defined scoring rubric collected every two weeks.
Baseline: 4 out of 12 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 4 out of 12 rubric points.
- Annual goal443 characters
- By the annual IEP review date, during a game club or free period, with a peer who does not know the game, the student will explain the goal of the game, how a turn works, and one key rule, then answer a question and start playing independently, earning a score of at least 10 out of 12 on a 4-row game teaching rubric scored 0 to 3 per row, on 3 consecutive teaching sessions, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During a game club or free period, with a peer who does not know the game
- Behavior
- The student will explain the goal of the game, how a turn works, and one key rule, then answer a question and start playing independently
- Criteria
- Earning a score of at least 10 out of 12 on a 4-row game teaching rubric scored 0 to 3 per row, on 3 consecutive teaching sessions
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 10 out of 12 on a 4-row game teaching rubric scored 0 to 3 per row
- Mastery rule:
- on 3 consecutive teaching sessions
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during a game club or free period, with a peer who does not know the game, the student will explain the goal of the game, how a turn works, and one key rule, then answer a question and start playing independently, earning a score of at least 10 out of 12 on a 4-row game teaching rubric scored 0 to 3 per row, on 3 consecutive teaching sessions, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Says how to win or what the goal is | Shows how a turn works, in order | Explains one key rule and what happens if it is broken | Answers the peer's question and starts the game | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row game teaching rubric scored 0 to 3 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.