Take a role in pretend play with a peer
When to use this goal
For young students who pretend alone but do not join peers' dramatic play, or who join and play a separate script. Base the choice on observation in dramatic play centers. Builds on se-play-008.
- Baseline
- Observe 3 dramatic play sessions and time how long the student stays in a role connected to the peers' play (responding to peers' pretend actions or performing role actions that fit). Note whether the student joins at all and which themes draw them in.
- Tips
- Timing starts when the student takes a role in the shared theme (states or shows the role, or performs a fitting action) and stops when they leave the play or play a separate script for more than 30 seconds. Pretend actions can be shown rather than spoken. Peers should be coached to assign roles with cards and to respond to the student's actions. The student may choose a role the theme does not usually include; that counts if peers accept it.
- Limits
- Themes and peers vary; keep them consistent across data points. Duration does not show the richness of the play; note new actions separately. Students with limited language may need the adult-in-role support longer; that is fine.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-009.
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Goal
By the annual IEP review date, during dramatic play centers when one or more peers are playing a theme (such as restaurant, doctor, store), the student will take a role in the peers' pretend play and perform at least 2 actions that fit the role (such as as the customer, order food and pay) independently for at least 5 minutes, across 3 consecutive observed sessions, as measured by duration recording collected twice weekly during dramatic play.
Baseline: 1 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 Play & Social 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
- Social-Emotional & Communication - Play & Social Participation
- Baseline
- 1 minutes.
- Annual goal447 characters
- By the annual IEP review date, during dramatic play centers when one or more peers are playing a theme (such as restaurant, doctor, store), the student will take a role in the peers' pretend play and perform at least 2 actions that fit the role (such as as the customer, order food and pay) independently for at least 5 minutes, across 3 consecutive observed sessions, as measured by duration recording collected twice weekly during dramatic play.
- Timeframe
- By the annual IEP review date
- Condition
- During dramatic play centers when one or more peers are playing a theme (such as restaurant, doctor, store)
- Behavior
- The student will take a role in the peers' pretend play and perform at least 2 actions that fit the role (such as as the customer, order food and pay) independently
- Criteria
- For at least 5 minutes, across 3 consecutive observed sessions
- Evaluation method
- Duration recording
- Schedule
- Twice weekly during dramatic play
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 5 minutes
- Mastery rule:
- across 3 consecutive observed sessions
- Collection schedule:
- twice weekly during dramatic play
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during dramatic play centers when one or more peers are playing a theme (such as restaurant, doctor, store), the student will take a role in the peers' pretend play and perform at least 2 actions that fit the role (such as as the customer, order food and pay) independently for at least 5 minutes, across 3 consecutive observed sessions, as measured by duration recording collected twice weekly during dramatic play.
| 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 (5 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.