Keep shared play going with a peer
When to use this goal
For young students who play beside peers but not with them, and who communicate with gestures, sounds, signs, single words, or a device. Present levels decide fit. Shared play means both are acting on the same materials and responding to each other.
- Baseline
- Time the longest stretch of shared play in three 20-minute periods. Note who started it, what the materials were, and how the student communicated during it.
- Tips
- Start timing at the first shared action and stop when either child leaves or both play alone for more than 30 seconds. The student can move, make sounds, or play in their own style while sharing; that still counts. Coach peers on how the student communicates.
- Limits
- Duration depends on the peer and materials; keep both steady for baseline. The goal does not count individual messages; pair with a commenting or requesting goal. Group games belong in play-social-participation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ec-035.
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Goal
By the annual IEP review date, during a 20-minute center or recess with one familiar peer and shared materials (a train set, a ball, a sand table), the student will remain in shared play with the peer, acting on the same materials and responding to the peer with a sound, gesture, word, sign, or device message, from the first shared action until either child leaves the play independently for at least 5 minutes, on 4 of 5 observed days, as measured by duration recording collected twice weekly.
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 Early Communication.
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
- Speech & Language - Early Communication
- Baseline
- 1 minutes.
- Annual goal496 characters
- By the annual IEP review date, during a 20-minute center or recess with one familiar peer and shared materials (a train set, a ball, a sand table), the student will remain in shared play with the peer, acting on the same materials and responding to the peer with a sound, gesture, word, sign, or device message, from the first shared action until either child leaves the play independently for at least 5 minutes, on 4 of 5 observed days, as measured by duration recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute center or recess with one familiar peer and shared materials (a train set, a ball, a sand table)
- Behavior
- The student will remain in shared play with the peer, acting on the same materials and responding to the peer with a sound, gesture, word, sign, or device message, from the first shared action until either child leaves the play independently
- Criteria
- For at least 5 minutes, on 4 of 5 observed days
- 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:
- on 4 of 5 observed days
- Collection schedule:
- twice weekly
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute center or recess with one familiar peer and shared materials (a train set, a ball, a sand table), the student will remain in shared play with the peer, acting on the same materials and responding to the peer with a sound, gesture, word, sign, or device message, from the first shared action until either child leaves the play independently for at least 5 minutes, on 4 of 5 observed days, 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.