Switch to a different game when peers change activities
When to use this goal
For students who stay at an activity after peers move on, or who insist that peers keep playing their chosen game. Base the choice on recess observation. The student may also choose to play alone; the goal is a workable response when the group changes.
- Baseline
- Observe recess and record each time the student's peers change activities and what the student does: goes along, picks another activity, stays alone at the old activity, or protests and tries to bring peers back. Use structured sessions with signaled changes to get a steady supply of opportunities.
- Tips
- An opportunity is a peer group change or a peer's suggestion to switch. Score correct when the student joins the new activity or chooses another from their list within 2 minutes, without protesting beyond one statement or trying to stop the peers. Choosing to continue alone is a valid choice and counts if the student makes it calmly. Preview common changes with the student.
- Limits
- Peer changes are unpredictable; structured sessions supply most data and are more artificial. Rigidity about activities can reflect a strong interest, which deserves respect; the goal adds options rather than removing the interest. Does not measure the quality of play afterward.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-014.
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Goal
By the annual IEP review date, during recess or free play when the peers they are playing with move to a different activity, the student will go with the peers to the new activity or choose another activity from their list within 2 minutes independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice weekly during recess and structured play.
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 goal407 characters
- By the annual IEP review date, during recess or free play when the peers they are playing with move to a different activity, the student will go with the peers to the new activity or choose another activity from their list within 2 minutes independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice weekly during recess and structured play.
- Timeframe
- By the annual IEP review date
- Condition
- During recess or free play when the peers they are playing with move to a different activity
- Behavior
- The student will go with the peers to the new activity or choose another activity from their list within 2 minutes independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Twice weekly during recess and structured play
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 recess and structured play
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during recess or free play when the peers they are playing with move to a different activity, the student will go with the peers to the new activity or choose another activity from their list within 2 minutes independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice weekly during recess and structured play.
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.