Share a favorite interest and invite the partner's questions
When to use this goal
For students with deep interests (trains, a game, history, a music artist) who would like to talk about them with peers but find that partners drift away. This goal builds on the interest as a strength; it does not limit how often the student talks about it. Base the choice on what the student wants from conversations with peers.
- Baseline
- Observe 3 conversations and tally each time the student shares about their interest and then invites the partner in. Talk with the student about which peers share the interest and what they want conversations to look like. Note what partners do when they lose track.
- Tips
- Count each share that is followed by an invitation for the partner to join in. Long shares are fine; this goal adds a way for partners to come in. Pair the student with peers who share or are curious about the interest; clubs are a natural fit. Ask the student often whether the goal is still useful to them.
- Limits
- The goal should never be used to reduce talk about interests. Peer partners differ in curiosity, which affects counts. The goal does not measure friendships or how peers rate the conversation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-042.
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Goal
By the annual IEP review date, during lunch or free time with a peer who has agreed to an interest-sharing conversation, the student will share one fact or story about their interest and then invite the partner in with a question (such as "Have you played it?" or "Do you want to see a picture?") independently at least 3 times per 20-minute lunch or free-time conversation, on 3 consecutive observed conversations, as measured by frequency recording collected weekly.
Baseline: 0 times per 20-minute lunch or free-time conversation.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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 Functional 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
- Social-Emotional & Communication - Functional Communication
- Baseline
- 0 times per 20-minute lunch or free-time conversation.
- Annual goal468 characters
- By the annual IEP review date, during lunch or free time with a peer who has agreed to an interest-sharing conversation, the student will share one fact or story about their interest and then invite the partner in with a question (such as "Have you played it?" or "Do you want to see a picture?") independently at least 3 times per 20-minute lunch or free-time conversation, on 3 consecutive observed conversations, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During lunch or free time with a peer who has agreed to an interest-sharing conversation
- Behavior
- The student will share one fact or story about their interest and then invite the partner in with a question (such as "Have you played it?" or "Do you want to see a picture?") independently
- Criteria
- At least 3 times per 20-minute lunch or free-time conversation, on 3 consecutive observed conversations
- Evaluation method
- Frequency recording
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 3 times per 20-minute lunch or free-time conversation
- Mastery rule:
- on 3 consecutive observed conversations
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during lunch or free time with a peer who has agreed to an interest-sharing conversation, the student will share one fact or story about their interest and then invite the partner in with a question (such as "Have you played it?" or "Do you want to see a picture?") independently at least 3 times per 20-minute lunch or free-time conversation, on 3 consecutive observed conversations, as measured by frequency recording collected weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 20-minute lunch or free-time conversation.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.