Respond to a partner's news with a related comment
When to use this goal
For students who hear a peer's news (a new pet, a lost game, a trip) and change the subject or say nothing, so peers do not get a response. Base the choice on observation and a language sample. A related comment or question in any mode counts; matching facial expressions is not required.
- Baseline
- Record 5 times a peer shares news with the student and note what the student does: a related comment or question, an unrelated topic, or no response. Note whether good news or bad news is harder.
- Tips
- Each time a peer shares news with the student is an opportunity. Score correct when the response is related to the news, in any mode. Short responses ("Cool!") count at first; the second behavior adds matching and a question. Teach examples of good-news and bad-news responses with the student's input.
- Limits
- Opportunities depend on peers sharing; structured rounds fill gaps. Judging whether a comment matches the news needs shared examples among staff. The goal does not measure how the peer reacts.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-043.
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Goal
By the annual IEP review date, when a peer shares news during morning meeting, lunch, or partner time, the student will respond to the partner's news with a related comment or question (such as "That's cool, what's its name?" or "Oh no, are you okay?") independently in at least 4 of 5 opportunities, across 3 consecutive 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 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
- 1 of 5 opportunities.
- Annual goal380 characters
- By the annual IEP review date, when a peer shares news during morning meeting, lunch, or partner time, the student will respond to the partner's news with a related comment or question (such as "That's cool, what's its name?" or "Oh no, are you okay?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When a peer shares news during morning meeting, lunch, or partner time
- Behavior
- The student will respond to the partner's news with a related comment or question (such as "That's cool, what's its name?" or "Oh no, are you okay?") independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive 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:
- across 3 consecutive weeks
- Collection schedule:
- weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a peer shares news during morning meeting, lunch, or partner time, the student will respond to the partner's news with a related comment or question (such as "That's cool, what's its name?" or "Oh no, are you okay?") independently in at least 4 of 5 opportunities, across 3 consecutive 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.