Join an active recess game for a set number of minutes
When to use this goal
For students who spend recess standing by the wall or walking the perimeter alone, not because of social refusal but because they tire quickly or do not know how to enter active play. Base the choice on observation of three recesses during baseline; this is physical activity participation, and social goals cover peer entry.
- Baseline
- Time minutes in active play during three recesses, starting when the student joins a game and pausing when they leave. Ask the student why they leave; fatigue, not knowing the rules, and not being asked are the usual answers and each has a different support. Note which games the student chooses when offered.
- Tips
- Recess staff can time this with a phone. Structured recess programs make it easier for all students to join; ask for one if the school has none. Link to a play participation goal in the social area if the barrier is social rather than physical.
- Limits
- Active play is defined loosely; write a definition (moving with the game, not standing at the edge) on the data sheet. Weather and indoor recess change the activity. Does not measure skill in any game.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-pe-020.
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Goal
By the annual IEP review date, during a 20-minute recess with an organized game available (tag, four square, kickball), the student will participate in an active game, moving with the game for the set time independently for at least 10 minutes, on 4 of 5 consecutive observed recesses, as measured by duration recording collected twice weekly at recess.
Baseline: 2 minutes.
- 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. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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 Physical Fitness & PE Participation.
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) - Physical Fitness & PE Participation
- Baseline
- 2 minutes.
- Annual goal353 characters
- By the annual IEP review date, during a 20-minute recess with an organized game available (tag, four square, kickball), the student will participate in an active game, moving with the game for the set time independently for at least 10 minutes, on 4 of 5 consecutive observed recesses, as measured by duration recording collected twice weekly at recess.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute recess with an organized game available (tag, four square, kickball)
- Behavior
- The student will participate in an active game, moving with the game for the set time independently
- Criteria
- For at least 10 minutes, on 4 of 5 consecutive observed recesses
- Evaluation method
- Duration recording
- Schedule
- Twice weekly at recess
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- for at least 10 minutes
- Mastery rule:
- on 4 of 5 consecutive observed recesses
- Collection schedule:
- twice weekly at recess
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute recess with an organized game available (tag, four square, kickball), the student will participate in an active game, moving with the game for the set time independently for at least 10 minutes, on 4 of 5 consecutive observed recesses, as measured by duration recording collected twice weekly at recess.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at least the target (10 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.