Try a new outdoor game or piece of equipment
When to use this goal
For students who use one piece of playground equipment or one game every day and would like more options to play with peers. The goal adds choices; the favorite stays available. Base the choice on playground observation and student interest. Check motor and sensory needs with the OT or PT before adding equipment.
- Baseline
- Record what the student plays with across a week of recess and how long they stay at any new option offered. Ask the student which new options look interesting to them.
- Tips
- Time from arrival at the new option until the student leaves it. Offer options the student has shown some interest in. Never remove the favorite; the first-then card returns the student to it. Rotate options every few weeks.
- Limits
- A short time at a new option may reflect real dislike; respect that and offer another. Weather limits outdoor data. Motor or sensory limits may need equipment changes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-025.
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Goal
By the annual IEP review date, during recess when an adult or peer offers a new outdoor option (such as hopscotch, a climbing dome, a parachute game, chalk drawing), the student will play with the new outdoor option independently for at least 4 minutes, across 3 consecutive weeks, as measured by duration recording collected twice weekly at recess.
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 goal349 characters
- By the annual IEP review date, during recess when an adult or peer offers a new outdoor option (such as hopscotch, a climbing dome, a parachute game, chalk drawing), the student will play with the new outdoor option independently for at least 4 minutes, across 3 consecutive weeks, as measured by duration recording collected twice weekly at recess.
- Timeframe
- By the annual IEP review date
- Condition
- During recess when an adult or peer offers a new outdoor option (such as hopscotch, a climbing dome, a parachute game, chalk drawing)
- Behavior
- The student will play with the new outdoor option independently
- Criteria
- For at least 4 minutes, across 3 consecutive weeks
- Evaluation method
- Duration recording
- Schedule
- Twice weekly at recess
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 4 minutes
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- twice weekly at recess
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during recess when an adult or peer offers a new outdoor option (such as hopscotch, a climbing dome, a parachute game, chalk drawing), the student will play with the new outdoor option independently for at least 4 minutes, across 3 consecutive weeks, as measured by duration recording collected twice weekly at recess.
| 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 (4 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.