Let a peer join their play when asked
When to use this goal
For young students who push away, cover materials, or move away when a peer asks to play with them. Base the choice on observation of free play. Wanting to play alone sometimes is fine; the goal adds a way to say yes, or a kind "not now," that keeps peers coming back.
- Baseline
- Record 5 times a peer asks to join and what the student does: lets them in, says no kindly, pushes, covers materials, or leaves. Note which materials and peers the student shares with most easily.
- Tips
- Each request to join is an opportunity. Score correct when the student lets the peer in, or, for the second behavior, gives a kind "not now." Have extra materials ready so sharing is easier. Praise peers who wait or come back later.
- Limits
- Opportunities depend on peers asking; coached peers fill gaps. Some materials are hard to share; offer duplicates. The goal does not measure play after the peer joins.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-030.
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Goal
By the annual IEP review date, during free play or centers when a peer asks to join (such as "Can I play?") or sits down with them, the student will let the peer join by saying, signing, or showing yes and making room or giving them some of the materials independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice weekly during free play.
Baseline: 1 of 5 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 5 opportunities.
- Annual goal405 characters
- By the annual IEP review date, during free play or centers when a peer asks to join (such as "Can I play?") or sits down with them, the student will let the peer join by saying, signing, or showing yes and making room or giving them some of the materials independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice weekly during free play.
- Timeframe
- By the annual IEP review date
- Condition
- During free play or centers when a peer asks to join (such as "Can I play?") or sits down with them
- Behavior
- The student will let the peer join by saying, signing, or showing yes and making room or giving them some of the materials independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Twice weekly during free play
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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- twice weekly during free play
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during free play or centers when a peer asks to join (such as "Can I play?") or sits down with them, the student will let the peer join by saying, signing, or showing yes and making room or giving them some of the materials independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice weekly during free play.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.