Take part in a recreation activity with peers in the community
When to use this goal
For secondary and transition-age students who have no shared leisure with peers outside class and will need recreation skills after school ends. Base the choice on the student's interests and transition assessments. Activities might include bowling, a gym class, a gaming group, a walking club, or a community recreation program.
- Baseline
- With the student, choose an activity they are interested in and check logistics (cost, transportation, schedule). Observe 2 sessions and time how long the student participates alongside peers before leaving, sitting out, or disengaging. Note what peers did and whether the student had a role in the activity.
- Tips
- Timing starts when the activity begins and stops when the student leaves, sits out for more than 5 minutes, or disengages from the activity. Breaks that the activity includes (waiting for a lane, halftime) count as participation. The staff member's check-in should be brief so peers, not staff, are the student's company. Interest is the main support; let the student choose.
- Limits
- Sessions are infrequent and depend on transportation and cost; data accumulate slowly. Duration shows presence, not connection; the second behavior option adds a minimal interaction check. Family and safety considerations apply to community settings and are outside this goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-019.
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Goal
By the annual IEP review date, during a community recreation activity with peers (such as bowling, a recreation center class, a gaming group), the student will participate in the activity alongside peers, taking their turns and responding to peers' comments independently for at least 30 minutes, across 3 consecutive sessions, as measured by duration recording collected each session.
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. 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
- 10 minutes.
- Annual goal385 characters
- By the annual IEP review date, during a community recreation activity with peers (such as bowling, a recreation center class, a gaming group), the student will participate in the activity alongside peers, taking their turns and responding to peers' comments independently for at least 30 minutes, across 3 consecutive sessions, as measured by duration recording collected each session.
- Timeframe
- By the annual IEP review date
- Condition
- During a community recreation activity with peers (such as bowling, a recreation center class, a gaming group)
- Behavior
- The student will participate in the activity alongside peers, taking their turns and responding to peers' comments independently
- Criteria
- For at least 30 minutes, across 3 consecutive sessions
- Evaluation method
- Duration recording
- Schedule
- Each session
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 30 minutes
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- each session
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during a community recreation activity with peers (such as bowling, a recreation center class, a gaming group), the student will participate in the activity alongside peers, taking their turns and responding to peers' comments independently for at least 30 minutes, across 3 consecutive sessions, as measured by duration recording collected each session.
| 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 (30 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.