Teach a peer a favorite game and play it
When to use this goal
For students who know a game very well (a card game, a board game, a video game rule set) and would like to share it with peers, but either take over or give up when the peer does not know the rules. This goal treats the student's expertise as a strength. Base the choice on the student's interests and observation of partner play.
- Baseline
- Watch 3 or 4 times the student plays a favorite game with a peer who is new to it. Record whether they explained the rules, showed a turn, and played a full round together, or whether the student played alone or the peer left. Ask the student which games they want to share.
- Tips
- Each new-peer game session is an opportunity. Score correct when the peer can take turns by the end of the explanation and they play a round together. The student chooses the game. Peers should be willing partners, not assigned helpers.
- Limits
- Peer willingness and the game's complexity change results; keep games similar in length. The goal does not measure winning or losing behavior (see coping goals).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-023.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a weekly lunch group or indoor recess with a peer who has agreed to learn the game, the student will explain the main rules of the game to the peer, show how a turn works, and then play at least one round with the peer independently in at least 3 of 4 opportunities, across 2 consecutive months, as measured by direct observation collected weekly.
Baseline: 1 of 4 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 4 opportunities.
- Annual goal385 characters
- By the annual IEP review date, during a weekly lunch group or indoor recess with a peer who has agreed to learn the game, the student will explain the main rules of the game to the peer, show how a turn works, and then play at least one round with the peer independently in at least 3 of 4 opportunities, across 2 consecutive months, as measured by direct observation collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a weekly lunch group or indoor recess with a peer who has agreed to learn the game
- Behavior
- The student will explain the main rules of the game to the peer, show how a turn works, and then play at least one round with the peer independently
- Criteria
- In at least 3 of 4 opportunities, across 2 consecutive months
- Evaluation method
- Direct observation
- Schedule
- Weekly
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 3 of 4 opportunities
- Mastery rule:
- across 2 consecutive months
- Collection schedule:
- weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a weekly lunch group or indoor recess with a peer who has agreed to learn the game, the student will explain the main rules of the game to the peer, show how a turn works, and then play at least one round with the peer independently in at least 3 of 4 opportunities, across 2 consecutive months, as measured by direct observation collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.