Reach the play area on the playground path
When to use this goal
For young children using a walker, gait trainer or wheelchair who stay on the blacktop at recess because the path to the play structure crosses wood chips, rubber or grass. Observed recess trips decide fit.
- Baseline
- Watch five recess times and record where the child went, how they got there and where the path stopped them. Survey the playground surfaces with the PT; loose wood chips may need a mat or a firmer path.
- Tips
- Getting to where peers play is the goal; play skills on the structure belong in gross-motor or play goals. Ask the child where they want to go and start there.
- Limits
- Playground surfaces that are not accessible are a facility issue for the school, not a skill gap. Weather changes surfaces; record it.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-mob-030.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, at recess, on the path from the playground door to the accessible play structure, the student will travel on the accessible path and onto the play surface to reach the chosen play area with no adult pushing or lifting in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected at five recess times 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 Functional Mobility.
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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Functional Mobility
- Baseline
- 1 of 5 opportunities.
- Annual goal383 characters
- By the annual IEP review date, at recess, on the path from the playground door to the accessible play structure, the student will travel on the accessible path and onto the play surface to reach the chosen play area with no adult pushing or lifting in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected at five recess times a week.
- Timeframe
- By the annual IEP review date
- Condition
- At recess, on the path from the playground door to the accessible play structure
- Behavior
- The student will travel on the accessible path and onto the play surface to reach the chosen play area with no adult pushing or lifting
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- At five recess times 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:
- across 3 consecutive weeks
- Collection schedule:
- at five recess times a week
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, at recess, on the path from the playground door to the accessible play structure, the student will travel on the accessible path and onto the play surface to reach the chosen play area with no adult pushing or lifting in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected at five recess times 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.