Explain the rules of a game to peers
When to use this goal
For students who know how to play a game but cannot explain it in a way that lets someone else start playing. Game rules are a motivating, real reason to explain in order, and the listeners show whether the explanation worked. Base the choice on the SLP's assessment of procedural language.
- Baseline
- Have the student explain two or three games they know well and record whether the explanation includes the goal, a turn, and winning, and whether peers could start playing. Choose games the student plays confidently so the probe measures explaining, not game knowledge.
- Tips
- Each game explanation is one opportunity, scored correct when all three parts are included and the peers begin playing without the adult re-explaining. Showing a turn while explaining is fine. Rotate games so the student is not reciting one memorized explanation.
- Limits
- Peers vary in how quickly they pick up games. Simple games need less explanation; keep game complexity similar. The goal does not score grammar or vocabulary.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-043.
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Goal
By the annual IEP review date, during a small-group session in which the student teaches 1 or 2 peers a board, card, or recess game the peers do not know, the student will explain the game so the peers can start playing, including the goal of the game, how to take a turn, and how someone wins independently in at least 4 of 5 opportunities, across 3 consecutive checks, as measured by opportunity-by-opportunity data collected twice monthly.
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. Opportunity (trial) recording 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 Expressive Language.
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 - Expressive Language
- Baseline
- 1 of 5 opportunities.
- Annual goal442 characters
- By the annual IEP review date, during a small-group session in which the student teaches 1 or 2 peers a board, card, or recess game the peers do not know, the student will explain the game so the peers can start playing, including the goal of the game, how to take a turn, and how someone wins independently in at least 4 of 5 opportunities, across 3 consecutive checks, as measured by opportunity-by-opportunity data collected twice monthly.
- Timeframe
- By the annual IEP review date
- Condition
- During a small-group session in which the student teaches 1 or 2 peers a board, card, or recess game the peers do not know
- Behavior
- The student will explain the game so the peers can start playing, including the goal of the game, how to take a turn, and how someone wins independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive checks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice monthly
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 checks
- Collection schedule:
- twice monthly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a small-group session in which the student teaches 1 or 2 peers a board, card, or recess game the peers do not know, the student will explain the game so the peers can start playing, including the goal of the game, how to take a turn, and how someone wins independently in at least 4 of 5 opportunities, across 3 consecutive checks, as measured by opportunity-by-opportunity data collected twice monthly.
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.