Choose a free-time activity and invite a peer to join
When to use this goal
For older elementary and middle school students who spend free time (indoor recess, choice time, after finishing work) alone by default, not by choice. Base the choice on the student's own wishes. Activities can be games, drawing, building, or a shared interest.
- Baseline
- Observe 3 free-time periods and score each step. Note whether the student chooses, invites, or plays alone, and which peers respond warmly. Build the choice card with activities the student likes and that work for two people.
- Tips
- Score each step as independent, prompted, or not completed. Accepting a peer's invitation satisfies the inviting step. The student may choose a solo activity sometimes; score that period as not applicable rather than as a failure, and look at the pattern over weeks. Coach a few peers to say yes and to invite the student too.
- Limits
- Free time is short and irregular; choose the most reliable period. The checklist measures the routine, not the student's enjoyment or the friendship; ask the student. Peer availability is outside the student's control.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-018.
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Goal
By the annual IEP review date, during indoor recess or choice time with a familiar peer available, the student will carry out their free-time plan with no adult reminder beforehand, performing at least 4 of 5 steps independently, across 3 consecutive observed free-time periods, as measured by a task-analysis checklist collected twice weekly.
Baseline: 1 of 5 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 steps independently.
- Annual goal343 characters
- By the annual IEP review date, during indoor recess or choice time with a familiar peer available, the student will carry out their free-time plan with no adult reminder beforehand, performing at least 4 of 5 steps independently, across 3 consecutive observed free-time periods, as measured by a task-analysis checklist collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During indoor recess or choice time with a familiar peer available
- Behavior
- The student will carry out their free-time plan with no adult reminder beforehand
- Criteria
- Performing at least 4 of 5 steps independently, across 3 consecutive observed free-time periods
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 4 of 5 steps independently
- Mastery rule:
- across 3 consecutive observed free-time periods
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during indoor recess or choice time with a familiar peer available, the student will carry out their free-time plan with no adult reminder beforehand, performing at least 4 of 5 steps independently, across 3 consecutive observed free-time periods, as measured by a task-analysis checklist collected twice weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Chooses an activity from the available options within 2 minutes | ||||||||
| 2. Invites a peer to join (spoken, written, or device) or accepts a peer's invitation | ||||||||
| 3. Sets up the activity with the peer (gets materials, agrees who starts) | ||||||||
| 4. Takes part in the activity with the peer for at least 5 minutes | ||||||||
| 5. Puts materials away when free time ends | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 4 of 5).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.