Play a playground game with peers for several minutes
When to use this goal
For students who join a playground game and leave within a minute, or who play only alone at recess and want to join games. Base the choice on recess observation and the student's own wishes. Games can be adult-started (structured recess) or peer-started.
- Baseline
- Observe 3 recess periods and time how long the student participates in any peer game before leaving. Note why the student leaves (tagged, rule dispute, lost interest, too loud). Ask the student which games they would like to play and teach the rules in a small group first.
- Tips
- Timing starts when the student enters the game and stops when they leave for more than 1 minute or stop playing while staying nearby. Waiting for a turn, being out, and standing in position all count as participation. Structured recess programs with trained peer leaders make this goal far easier. Teach the rules beforehand; most exits come from rule confusion.
- Limits
- Games vary in length and intensity; keep the type of game similar across data points. Duration shows presence in the game, not enjoyment; check with the student. Students who are excluded by peers need adult action on the peer group, not more duration.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-012.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during recess when peers are playing a game with simple rules (tag, four square, kickball, a chasing game), the student will participate in the game with peers by taking turns, running, or playing their position independently for at least 8 minutes, across 3 consecutive observed recess periods, as measured by duration recording collected twice weekly at recess.
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 goal394 characters
- By the annual IEP review date, during recess when peers are playing a game with simple rules (tag, four square, kickball, a chasing game), the student will participate in the game with peers by taking turns, running, or playing their position independently for at least 8 minutes, across 3 consecutive observed recess periods, as measured by duration recording collected twice weekly at recess.
- Timeframe
- By the annual IEP review date
- Condition
- During recess when peers are playing a game with simple rules (tag, four square, kickball, a chasing game)
- Behavior
- The student will participate in the game with peers by taking turns, running, or playing their position independently
- Criteria
- For at least 8 minutes, across 3 consecutive observed recess periods
- 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 8 minutes
- Mastery rule:
- across 3 consecutive observed recess periods
- Collection schedule:
- twice weekly at recess
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during recess when peers are playing a game with simple rules (tag, four square, kickball, a chasing game), the student will participate in the game with peers by taking turns, running, or playing their position independently for at least 8 minutes, across 3 consecutive observed recess periods, 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 (8 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.