Choose and start a recess activity within a few minutes
When to use this goal
For students who spend recess wandering the edge of the playground, standing near the adult, or waiting for recess to end. Base the choice on recess observation. The activity can be solitary or social; the goal is starting something the student chose.
- Baseline
- For one week, time from the start of recess to when the student is engaged in any activity (equipment, a game, or a solo activity) for at least 1 minute. Note where the student goes and what, if anything, they eventually do. Build the choice board from activities the student says they like.
- Tips
- Latency starts when the student reaches the play area and stops when they begin an activity and stay with it for 1 minute. Solo activities from the student's list count; recess should not require social play. Review the choice board at the door while the skill is new. Pair with se-play-012 if the aim is also staying in play with peers.
- Limits
- Weather, equipment availability, and peer groups change daily; look at trends. A fast start does not mean a good recess; ask the student. Students who prefer to walk and think at recess have a legitimate choice, which can go on the board.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-011.
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Goal
By the annual IEP review date, at the start of a 20-minute recess period, the student will choose a recess activity and begin it (such as join a game, go to equipment, start a solo activity from their list) independently within 3 minutes, on 4 of 5 consecutive recess periods, as measured by latency recording collected daily at recess.
Baseline: 10 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. Latency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Latency recording gives latency 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
- 10 minutes.
- Annual goal336 characters
- By the annual IEP review date, at the start of a 20-minute recess period, the student will choose a recess activity and begin it (such as join a game, go to equipment, start a solo activity from their list) independently within 3 minutes, on 4 of 5 consecutive recess periods, as measured by latency recording collected daily at recess.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of a 20-minute recess period
- Behavior
- The student will choose a recess activity and begin it (such as join a game, go to equipment, start a solo activity from their list) independently
- Criteria
- Within 3 minutes, on 4 of 5 consecutive recess periods
- Evaluation method
- Latency recording
- Schedule
- Daily at recess
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Latency tracker. Records the cue time and the response time.
Latency tracker
Latency- Student label:
- Target:
- within 3 minutes
- Mastery rule:
- on 4 of 5 consecutive recess periods
- Collection schedule:
- daily at recess
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, at the start of a 20-minute recess period, the student will choose a recess activity and begin it (such as join a game, go to equipment, start a solo activity from their list) independently within 3 minutes, on 4 of 5 consecutive recess periods, as measured by latency recording collected daily at recess.
| Date | Instruction / cue | Cue given (time) | Response began (time) | Latency (minutes) | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the cue ends (for example, the end of the direction). Stop when the defined response begins.
- Record latency in minutes. Shorter latency means faster starts.
- Use a stopwatch or a timer app. Avoid estimating from the clock when measuring seconds.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.