Choose and start a leisure activity during free time
When to use this goal
For high school and transition-age students with significant support needs who wait for an adult to start an activity during breaks. Base the choice on a preference assessment. Leisure options should be age-matched (music, cards, puzzles, a tablet game, magazines, a sport ball) and things same-age peers might do.
- Baseline
- For 5 breaks, time from the start of break to the start of any activity the student chose. Run a preference assessment so the board shows options the student wants. Note whether a peer is nearby, since leisure with a peer may be a later step.
- Tips
- Start timing at the break and stop when the student starts an activity. Resting or looking around is a real choice; add "rest" to the board if the student wants it. Update choices with the student each month.
- Limits
- Latency does not show how long the student stays with the activity. Choices depend on what is available; keep the board steady during checks. Motor access may need adapted materials.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-034.
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Goal
By the annual IEP review date, during a scheduled break or free time in the classroom or transition program with a leisure choice board of 3 or 4 options, the student will choose a leisure activity and start it (such as opening the music app, dealing cards, or starting a puzzle) independently within 2 minutes, across 4 consecutive breaks, as measured by latency recording collected daily during breaks, summarized weekly.
Baseline: 6 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. Latency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Latency recording gives latency 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
- 6 minutes.
- Annual goal423 characters
- By the annual IEP review date, during a scheduled break or free time in the classroom or transition program with a leisure choice board of 3 or 4 options, the student will choose a leisure activity and start it (such as opening the music app, dealing cards, or starting a puzzle) independently within 2 minutes, across 4 consecutive breaks, as measured by latency recording collected daily during breaks, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a scheduled break or free time in the classroom or transition program with a leisure choice board of 3 or 4 options
- Behavior
- The student will choose a leisure activity and start it (such as opening the music app, dealing cards, or starting a puzzle) independently
- Criteria
- Within 2 minutes, across 4 consecutive breaks
- Evaluation method
- Latency recording
- Schedule
- Daily during breaks, summarized weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Latency tracker. Records the cue time and the response time.
Latency tracker
Latency- Student label:
- Target:
- within 2 minutes
- Mastery rule:
- across 4 consecutive breaks
- Collection schedule:
- daily during breaks, summarized weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, during a scheduled break or free time in the classroom or transition program with a leisure choice board of 3 or 4 options, the student will choose a leisure activity and start it (such as opening the music app, dealing cards, or starting a puzzle) independently within 2 minutes, across 4 consecutive breaks, as measured by latency recording collected daily during breaks, summarized weekly.
| Date | Instruction / cue | Cue given (time) | Response began (time) | Latency (minutes) | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the cue ends (for example, the end of the direction). Stop when the defined response begins.
- Record latency in minutes. Shorter latency means faster starts.
- Use a stopwatch or a timer app. Avoid estimating from the clock when measuring seconds.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.