Use a social pass for peer time
When to use this goal
For secondary students whose FBA hypothesis is peer attention (talking across the room, clowning, passing notes during instruction) and who would benefit from a set time to connect with peers. Fit depends on the FBA, not grade. The social time has to be real and long enough to matter.
- Baseline
- Count the student's peer-directed talking during instruction for five periods and note what peers do in response (laugh, answer, ignore). Peer response confirms the function. Plan when partner talk fits in the lesson before teaching the pass.
- Tips
- Build partner talk into the lesson for the whole class if possible; it helps everyone and does not single the student out. Pair with bh-rep-049 if the plan also counts joking remarks during instruction. Let the student choose the partner when it is reasonable.
- Limits
- Peer attention outside class (hallways, lunch) is not covered. If peers keep starting the talking, a class-wide plan may be needed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-033.
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Goal
By the annual IEP review date, during a class period with a social pass for a 3-minute partner talk at a set point in the lesson, the student will show the social pass to the teacher and wait for the scheduled partner talk to talk with a peer independently in at least 4 of 5 opportunities, across 4 consecutive weekly data summaries, as measured by direct observation collected one class period daily, summarized weekly.
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. Direct observation 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 Replacement Behaviors.
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
- Behavior & Classroom Expectations - Replacement Behaviors
- Baseline
- 1 of 5 opportunities.
- Annual goal421 characters
- By the annual IEP review date, during a class period with a social pass for a 3-minute partner talk at a set point in the lesson, the student will show the social pass to the teacher and wait for the scheduled partner talk to talk with a peer independently in at least 4 of 5 opportunities, across 4 consecutive weekly data summaries, as measured by direct observation collected one class period daily, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a class period with a social pass for a 3-minute partner talk at a set point in the lesson
- Behavior
- The student will show the social pass to the teacher and wait for the scheduled partner talk to talk with a peer independently
- Criteria
- In at least 4 of 5 opportunities, across 4 consecutive weekly data summaries
- Evaluation method
- Direct observation
- Schedule
- One class period daily, summarized weekly
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 4 consecutive weekly data summaries
- Collection schedule:
- one class period daily, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a class period with a social pass for a 3-minute partner talk at a set point in the lesson, the student will show the social pass to the teacher and wait for the scheduled partner talk to talk with a peer independently in at least 4 of 5 opportunities, across 4 consecutive weekly data summaries, as measured by direct observation collected one class period daily, summarized weekly.
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.