Respond to peers' greetings, questions, and invitations
Live goal preview
By the annual IEP review date, when a peer greets them, asks a question, or invites them to play during unstructured times, the student will respond to the peer with a related word, sign, gesture, device message, or action (e.g., waving back, answering, joining the activity) independently in at least 4 of 5 opportunities, across 3 consecutive observed sessions, as measured by direct observation collected twice weekly.
Baseline: 2 of 5 opportunities.
- 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. Opportunities 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. Direct observation can produce opportunities 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 whom peers approach but who often don't respond in a way peers notice, so interactions fade. Present levels and observation, not grade, decide fit. Consider processing time and communication mode when setting the response window.
- Baseline considerations
- Observe unstructured and structured times and record each peer initiation and the student's response (related response, unrelated response, no observable response). Note how long the student takes to respond so the response window fits them.
- Usage notes
- Each peer initiation directed to the student is an opportunity. Score correct when the student responds in a related way within the agreed window (e.g., 10 seconds, longer if processing time is needed). Declining ("No thanks") is a valid response. Eye contact, facing the peer, and specific body language are not part of the definition.
- Known limitations
- Depends on peers initiating; if initiations are rare, teach peers to initiate as part of the plan. Doesn't measure the length or quality of the interaction that follows.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
se-peer-002.
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
Opportunity tracker. Your goal counts opportunities, so the sheet has 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 observed sessions
- Collection schedule:
- twice weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a peer greets them, asks a question, or invites them to play during unstructured times, the student will respond to the peer with a related word, sign, gesture, device message, or action (e.g., waving back, answering, joining the activity) independently in at least 4 of 5 opportunities, across 3 consecutive observed sessions, as measured by direct observation collected twice 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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.