Complete the indoor recess routine
When to use this goal
For students who manage outdoor recess but struggle on rainy or cold days, when the room is noisy, choices are many, and the end is less clear. Decide from present levels in choice-making and clean-up, and from observation on several indoor recess days.
- Baseline
- Observe the routine on at least 3 typical days before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Indoor recess days are irregular; if fewer than 3 occur in the baseline window, run a planned indoor choice time with the same materials to finish the baseline.
- Tips
- Keep the choice board short and the same every indoor day. Noise-reducing headphones and a quieter activity area belong on the board as real options. Pair a peer with the student for one activity if the team wants a social target later.
- Limits
- Indoor recess is unpredictable, so progress data come slowly. Does not measure play with peers or conflict over materials.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-rt-027.
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Goal
By the annual IEP review date, during indoor recess in the classroom, given a choice board of four indoor activities, the student will choose an indoor recess activity, stay with it, and clean it up when recess ends, performing at least 5 of 6 steps independently, on 3 of 4 consecutive indoor recess days, as measured by a task-analysis checklist collected on every indoor recess day.
Baseline: 2 of 6 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 Functional Routines.
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 - Functional Routines
- Baseline
- 2 of 6 steps independently.
- Annual goal385 characters
- By the annual IEP review date, during indoor recess in the classroom, given a choice board of four indoor activities, the student will choose an indoor recess activity, stay with it, and clean it up when recess ends, performing at least 5 of 6 steps independently, on 3 of 4 consecutive indoor recess days, as measured by a task-analysis checklist collected on every indoor recess day.
- Timeframe
- By the annual IEP review date
- Condition
- During indoor recess in the classroom, given a choice board of four indoor activities
- Behavior
- The student will choose an indoor recess activity, stay with it, and clean it up when recess ends
- Criteria
- Performing at least 5 of 6 steps independently, on 3 of 4 consecutive indoor recess days
- Evaluation method
- A task-analysis checklist
- Schedule
- On every indoor recess day
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 6 steps independently
- Mastery rule:
- on 3 of 4 consecutive indoor recess days
- Collection schedule:
- on every indoor recess day
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during indoor recess in the classroom, given a choice board of four indoor activities, the student will choose an indoor recess activity, stay with it, and clean it up when recess ends, performing at least 5 of 6 steps independently, on 3 of 4 consecutive indoor recess days, as measured by a task-analysis checklist collected on every indoor recess day.
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. Chooses an activity from the choice board by pointing, saying, or taking the card | ||||||||
| 2. Gets the materials for the chosen activity | ||||||||
| 3. Plays or works at the activity in its set area | ||||||||
| 4. Switches activities by returning the first one before taking another | ||||||||
| 5. Starts clean-up when the five-minute warning is given | ||||||||
| 6. Lines up or goes to the next activity spot | ||||||||
| 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 6).
- 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.