Notice when a peer needs help
When to use this goal
For students who keep working when a nearby peer is stuck, has dropped things, or cannot find materials. Present levels decide fit. Responses include offering help, telling the teacher, or asking "Do you need help?".
- Baseline
- Record 5 moments when a nearby peer needed help and what the student did. Use coached-peer set-ups if natural moments are rare.
- Tips
- Asking first is part of the skill: some peers do not want help. Accepting "no thanks" counts as a correct response.
- Limits
- Natural moments vary; pool across settings. The goal does not measure the student asking for help for themselves, which belongs in requesting-help.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-aw-022.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during group work, class transitions, or lunch, when a nearby peer drops materials, cannot open something, or says they are stuck, the student will respond to the peer by asking if they want help, helping when the peer says yes, or telling an adult independently in at least 4 of 5 opportunities, on 3 of 4 observed weeks, as measured by direct observation collected 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 Social Awareness & Perspective Taking.
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 - Social Awareness & Perspective Taking
- Baseline
- 1 of 5 opportunities.
- Annual goal405 characters
- By the annual IEP review date, during group work, class transitions, or lunch, when a nearby peer drops materials, cannot open something, or says they are stuck, the student will respond to the peer by asking if they want help, helping when the peer says yes, or telling an adult independently in at least 4 of 5 opportunities, on 3 of 4 observed weeks, as measured by direct observation collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During group work, class transitions, or lunch, when a nearby peer drops materials, cannot open something, or says they are stuck
- Behavior
- The student will respond to the peer by asking if they want help, helping when the peer says yes, or telling an adult independently
- Criteria
- In at least 4 of 5 opportunities, on 3 of 4 observed weeks
- Evaluation method
- Direct observation
- Schedule
- 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:
- on 3 of 4 observed weeks
- Collection schedule:
- weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during group work, class transitions, or lunch, when a nearby peer drops materials, cannot open something, or says they are stuck, the student will respond to the peer by asking if they want help, helping when the peer says yes, or telling an adult independently in at least 4 of 5 opportunities, on 3 of 4 observed weeks, as measured by direct observation collected 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.