Keep playing with a peer after the adult steps away
When to use this goal
For young students whose peer play depends on an adult sitting in the middle of it; when the adult leaves, the play stops. Base the choice on observation with and without adults. Use with any play goal once play with adult support is steady.
- Baseline
- Set up 3 play sessions with a peer, have the adult step away after 1 minute, and time how long the shared play continues. Compare with how long the play lasts when the adult stays. Note what ends the play: the student leaves, the peer leaves, or a dispute.
- Tips
- Timing starts when the adult has moved away and stops when the shared play ends (the student or the peer leaves, or play becomes separate for more than 30 seconds). The adult should step away gradually over sessions (5 feet, 10 feet, across the room). Choose activities with a clear structure the children can run themselves. A dispute that the children resolve on their own does not stop the timer.
- Limits
- The peer may be the one who leaves; record who ended the play. Fading adult presence too fast can make play collapse; go slowly. Duration shows independence from the adult, not the quality of play; note what the children did.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-020.
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Goal
By the annual IEP review date, during a shared play activity with one peer after the adult who set it up moves at least 10 feet away, the student will continue the shared play with the peer (taking turns, adding to the activity, or responding to the peer) after the adult steps away independently for at least 5 minutes, across 3 consecutive observed sessions, as measured by duration recording collected twice weekly.
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 goal418 characters
- By the annual IEP review date, during a shared play activity with one peer after the adult who set it up moves at least 10 feet away, the student will continue the shared play with the peer (taking turns, adding to the activity, or responding to the peer) after the adult steps away independently for at least 5 minutes, across 3 consecutive observed sessions, as measured by duration recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a shared play activity with one peer after the adult who set it up moves at least 10 feet away
- Behavior
- The student will continue the shared play with the peer (taking turns, adding to the activity, or responding to the peer) after the adult steps away independently
- Criteria
- For at least 5 minutes, across 3 consecutive observed sessions
- Evaluation method
- Duration recording
- Schedule
- Twice weekly
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 5 minutes
- Mastery rule:
- across 3 consecutive observed sessions
- Collection schedule:
- twice weekly
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during a shared play activity with one peer after the adult who set it up moves at least 10 feet away, the student will continue the shared play with the peer (taking turns, adding to the activity, or responding to the peer) after the adult steps away independently for at least 5 minutes, across 3 consecutive observed sessions, as measured by duration recording collected twice weekly.
| 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 (5 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.