Ask a game leader for a rule change
When to use this goal
For students who sit out of a game, or play without the change they need, rather than asking for a modification from a coach, referee or game leader. Present levels, not grade, decide fit. Written for peer and community games where an adapted PE teacher is not there to arrange it.
- Baseline
- List the changes the student uses in PE, then watch up to four games outside class and note whether the student asked, sat out or played without the change. Ask the student which changes matter most to them.
- Tips
- Count a game where the student needed a change as one opportunity. Asking a peer leader is harder than asking a teacher, so build up from class. The student decides which changes to ask for; this is self-advocacy, not a script.
- Limits
- The leader may say no; score the request, not the answer. Community games are hard to observe often, so data points will be few. Requests for breaks during PE are covered in fitness goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sp-021.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, before or during a community recreation game when a rule or set-up makes play hard for them, the student will ask the game leader for a specific rule or equipment change, such as a closer serve line, a larger ball or a walking rule independently in at least 3 of 4 opportunities, on 3 of 4 consecutive monthly checks, as measured by direct observation collected at each observed community or intramural game.
Baseline: 1 of 4 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 Sport & Game Skills.
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) - Sport & Game Skills
- Baseline
- 1 of 4 opportunities.
- Annual goal439 characters
- By the annual IEP review date, before or during a community recreation game when a rule or set-up makes play hard for them, the student will ask the game leader for a specific rule or equipment change, such as a closer serve line, a larger ball or a walking rule independently in at least 3 of 4 opportunities, on 3 of 4 consecutive monthly checks, as measured by direct observation collected at each observed community or intramural game.
- Timeframe
- By the annual IEP review date
- Condition
- Before or during a community recreation game when a rule or set-up makes play hard for them
- Behavior
- The student will ask the game leader for a specific rule or equipment change, such as a closer serve line, a larger ball or a walking rule independently
- Criteria
- In at least 3 of 4 opportunities, on 3 of 4 consecutive monthly checks
- Evaluation method
- Direct observation
- Schedule
- At each observed community or intramural game
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 3 of 4 opportunities
- Mastery rule:
- on 3 of 4 consecutive monthly checks
- Collection schedule:
- at each observed community or intramural game
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, before or during a community recreation game when a rule or set-up makes play hard for them, the student will ask the game leader for a specific rule or equipment change, such as a closer serve line, a larger ball or a walking rule independently in at least 3 of 4 opportunities, on 3 of 4 consecutive monthly checks, as measured by direct observation collected at each observed community or intramural game.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.