Initiate interactions with peers during recess
Live goal preview
By the annual IEP review date, during a 20-minute recess period, the student will initiate an interaction with a peer (e.g., greeting, inviting to play, commenting, showing or offering an item) using speech, sign, AAC, or gesture independently at least 3 times per 20-minute recess period, across 3 consecutive observed recess periods, as measured by frequency recording collected twice weekly.
Baseline: 0 times per 20-minute recess period.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Frequency is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Frequency (event) recording can produce frequency data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Peer Interaction.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- For students who want peer connection but rarely start interactions. Present levels, observation, and the student's own interests and preferences, not grade, decide fit. Some students prefer fewer interactions; check with the student and family that the goal reflects what the student wants.
- Baseline considerations
- Tally initiations during at least 3 recess periods, noting who the peers were, the activity, and the mode. Note where the student spends recess and which activities they prefer; these are the best places to build interaction.
- Usage notes
- Count an initiation when the student directs a communicative act or action to a peer that was not a response to the peer. Orientation, proximity, or eye contact are not required and are not scored. Parallel play and sharing interests are valid ways to connect. Peer-mediated supports (teaching classmates how to respond) often make this goal work.
- Known limitations
- Counts don't capture whether interactions were enjoyable or reciprocal; add a student check-in or se-peer-002 for responses. Weather, recess staffing, and peer groups vary, so look for trends over several weeks.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
se-peer-001.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Frequency & rate tracker. Your goal counts events in a fixed period, so the sheet records counts and observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 3 times per 20-minute recess period
- Mastery rule:
- across 3 consecutive observed recess periods
- Collection schedule:
- twice weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute recess period, the student will initiate an interaction with a peer (e.g., greeting, inviting to play, commenting, showing or offering an item) using speech, sign, AAC, or gesture independently at least 3 times per 20-minute recess period, across 3 consecutive observed recess periods, as measured by frequency recording collected twice 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 recess period.
- 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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.