Play a game by the agreed rules to the end
When to use this goal
For students who change rules mid-game, skip turns, or quit when the game is not going their way. Base the choice on observation during games. Rules are reviewed before the game and can be shown on a card. Losing is addressed in se-er-006; this goal is about rule-following and finishing.
- Baseline
- Observe 5 games and record whether the student finished the game and followed the rules, noting any rule changes, skipped turns, or quitting and when they occurred (early, when losing, after a dispute). Try games of different lengths; short games are the starting point.
- Tips
- Each game is an opportunity. Score correct when the student follows the agreed rules (with at most one adult reminder, if that support is chosen) and stays in the game until it ends. Proposing a rule change by asking the group is allowed and counts as correct if the student accepts the group's answer. Choose games with clear, few rules at first and keep them short.
- Limits
- Peers also break rules; the student should not be held to a higher standard, so record the group's play too. Long games increase the chance of quitting for reasons of fatigue, not skill. Does not measure the reaction to losing (see se-er-006).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-013.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a board, card, or playground game with 1 to 3 peers after the rules are reviewed, the student will play by the agreed rules and stay in the game until it ends independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice weekly during games.
Baseline: 1 of 5 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 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 of 5 opportunities.
- Annual goal343 characters
- By the annual IEP review date, during a board, card, or playground game with 1 to 3 peers after the rules are reviewed, the student will play by the agreed rules and stay in the game until it ends independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice weekly during games.
- Timeframe
- By the annual IEP review date
- Condition
- During a board, card, or playground game with 1 to 3 peers after the rules are reviewed
- Behavior
- The student will play by the agreed rules and stay in the game until it ends independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Twice weekly during games
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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- twice weekly during games
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a board, card, or playground game with 1 to 3 peers after the rules are reviewed, the student will play by the agreed rules and stay in the game until it ends independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice weekly during games.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.