Join a group movement game such as a parachute game
When to use this goal
For young students who watch group movement games (parachute, follow the leader, freeze dance, ring games) from the side or leave after a few seconds. Base the choice on observation and sensory input from the OT; noise and touch from peers can be a barrier. Taking part in their own way (holding the edge, doing some actions) counts.
- Baseline
- Time 3 group movement games and record how long the student takes part in any way. Note what came before leaving (noise, crowding, a fast change). Ask the OT about sensory supports.
- Tips
- Time while the student is in the game in any way; watching from inside the circle counts. A requested break pauses the timer. Give the student a choice of spot and supports. Never pull the student into the group physically.
- Limits
- Sensory needs may make some games uncomfortable; adjust the game rather than the student. Duration depends on game length; keep it steady during checks.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-038.
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Goal
By the annual IEP review date, during outdoor or gym time when the class plays a group movement game (such as parachute, follow the leader, freeze dance), the student will join the group movement game in their own way (such as holding the parachute edge, copying some actions, or moving with the group) independently for at least 5 minutes, across 3 consecutive observed sessions, as measured by duration recording collected twice weekly.
Baseline: 1 minutes.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 to review
Review: Unit fits the behavior. Duration measures how long something lasts. The behavior should describe an ongoing activity.
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
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 goal438 characters
- By the annual IEP review date, during outdoor or gym time when the class plays a group movement game (such as parachute, follow the leader, freeze dance), the student will join the group movement game in their own way (such as holding the parachute edge, copying some actions, or moving with the group) independently for at least 5 minutes, across 3 consecutive observed sessions, as measured by duration recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During outdoor or gym time when the class plays a group movement game (such as parachute, follow the leader, freeze dance)
- Behavior
- The student will join the group movement game in their own way (such as holding the parachute edge, copying some actions, or moving with the group) independently
- Criteria
- For at least 5 minutes, across 3 consecutive observed sessions
- Evaluation method
- Duration recording
- Schedule
- Twice weekly
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 5 minutes
- Mastery rule:
- across 3 consecutive observed sessions
- Collection schedule:
- twice weekly
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during outdoor or gym time when the class plays a group movement game (such as parachute, follow the leader, freeze dance), the student will join the group movement game in their own way (such as holding the parachute edge, copying some actions, or moving with the group) independently for at least 5 minutes, across 3 consecutive observed sessions, as measured by duration recording collected twice weekly.
| 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 (5 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.