Rotate in and out of a line game like four square
When to use this goal
For students who like playground games but leave after getting out, argue about going to the back of the line, or skip the line. Base the choice on recess observation. Rotation games give many short chances to practice getting out and coming back.
- Baseline
- During 2 recesses, record each time the student is out and what they do: go to the line and rejoin, leave the game, argue, or skip the line. Note the game and how many peers were playing.
- Tips
- Each time the student is out is an opportunity. Score correct when they go to the line, wait, and rejoin when it is their turn. Short comments about the call are fine; score what they do. Pick games the student likes.
- Limits
- Opportunities depend on how often the student gets out. Peer disputes about calls are common for everyone. Pair with a coping goal if getting out leads to long upset.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-032.
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Goal
By the annual IEP review date, during recess at a line or rotation game (such as four square, tetherball, jump rope, basketball knockout), the student will go to the back of the line when they are out, wait in line, and rejoin the game when it is their turn independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly at recess.
Baseline: 2 of 6 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
- 2 of 6 opportunities.
- Annual goal395 characters
- By the annual IEP review date, during recess at a line or rotation game (such as four square, tetherball, jump rope, basketball knockout), the student will go to the back of the line when they are out, wait in line, and rejoin the game when it is their turn independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly at recess.
- Timeframe
- By the annual IEP review date
- Condition
- During recess at a line or rotation game (such as four square, tetherball, jump rope, basketball knockout)
- Behavior
- The student will go to the back of the line when they are out, wait in line, and rejoin the game when it is their turn independently
- Criteria
- In at least 5 of 6 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Weekly at recess
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 5 of 6 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- weekly at recess
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during recess at a line or rotation game (such as four square, tetherball, jump rope, basketball knockout), the student will go to the back of the line when they are out, wait in line, and rejoin the game when it is their turn independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly at recess.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.