Add a line that fits pretend play
When to use this goal
For young students who join pretend play but whose turns do not connect to the play theme (for example, talking about a different topic during a pretend store). Base the choice on play observation. Words, signs, AAC, and acted-out lines all count.
- Baseline
- Observe two or three play sessions and record the first five partner turns followed by a pause, and whether the student's next turn fit the theme. Note the play themes the child likes most.
- Tips
- Each partner turn followed by a pause is one opportunity; score correct when the student's turn fits the play. Follow the child's play interests; preferred themes give the best data. Home-language turns count.
- Limits
- Play skills vary with familiarity of the theme and partner. This goal does not measure symbolic play itself, which may need a separate goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-053.
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Goal
By the annual IEP review date, during a 10-minute pretend play routine (such as store, doctor, or cooking) with an adult and one peer, the student will add a word, line, or action-with-words that fits the play theme (such as "That's $2" in a store game) independently in at least 4 of 5 opportunities, across 3 consecutive weekly play probes, as measured by opportunity-by-opportunity data collected weekly during play.
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 Pragmatic 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 - Pragmatic Language
- Baseline
- 1 of 5 opportunities.
- Annual goal419 characters
- By the annual IEP review date, during a 10-minute pretend play routine (such as store, doctor, or cooking) with an adult and one peer, the student will add a word, line, or action-with-words that fits the play theme (such as "That's $2" in a store game) independently in at least 4 of 5 opportunities, across 3 consecutive weekly play probes, as measured by opportunity-by-opportunity data collected weekly during play.
- Timeframe
- By the annual IEP review date
- Condition
- During a 10-minute pretend play routine (such as store, doctor, or cooking) with an adult and one peer
- Behavior
- The student will add a word, line, or action-with-words that fits the play theme (such as "That's $2" in a store game) independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly play probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during play
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 weekly play probes
- Collection schedule:
- weekly during play
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a 10-minute pretend play routine (such as store, doctor, or cooking) with an adult and one peer, the student will add a word, line, or action-with-words that fits the play theme (such as "That's $2" in a store game) independently in at least 4 of 5 opportunities, across 3 consecutive weekly play probes, as measured by opportunity-by-opportunity data collected weekly during play.
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.