Participate in a shared activity with a peer
Live goal preview
By the annual IEP review date, during a play or leisure activity based on the student's interests with one or more peers, the student will participate in the shared activity with a peer (e.g., building together, playing a game, trading turns on a video game, looking at a book together) independently for at least 8 minutes, across 3 consecutive observed sessions, as measured by duration recording collected twice weekly.
Baseline: 2 minutes.
- 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. Duration 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. Duration recording can produce duration 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 join peers briefly but leave shared activities after a short time. Present levels and timed observation, not grade, decide fit. Choose activities based on the student's interests; a shared interest is the strongest support.
- Baseline considerations
- Time several shared activities from when the student joins to when they leave the activity or stop participating for more than 30 seconds. Try different activities and peers; duration often depends heavily on the activity.
- Usage notes
- Participation means the student is involved in the same activity as the peer (shared materials, a shared goal, or trading turns), even if they are side by side rather than face to face. Brief breaks under 30 seconds don't stop the timer. Movement, stimming, and short pauses are not interruptions. Leaving because the student is done is a valid choice; the goal should grow comfort and access, not require endurance.
- Known limitations
- Duration shows how long the student stayed involved, not the quality of interaction. Interest in the activity often drives results; rotate activities only deliberately.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
se-peer-006.
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
Duration tracker. Your goal measures how long a behavior lasts, so the sheet records start and end times.
Duration tracker
Duration- Student label:
- Target:
- for at least 8 minutes
- Mastery rule:
- across 3 consecutive observed sessions
- Collection schedule:
- twice weekly
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during a play or leisure activity based on the student's interests with one or more peers, the student will participate in the shared activity with a peer (e.g., building together, playing a game, trading turns on a video game, looking at a book together) independently for at least 8 minutes, across 3 consecutive observed sessions, as measured by duration recording collected twice weekly.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at least the target (8 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.