Give a peer a compliment or encouragement
When to use this goal
For students whose peer comments are mostly corrections or complaints, or who rarely comment on peers at all. Base the choice on observation during group activities. Compliments can be spoken, written, signed, or from a device.
- Baseline
- Tally compliments, encouragement, and critical comments directed to peers during 3 group activities of similar length. Note whether peers compliment the student, since a one-directional pattern suggests group-level teaching.
- Tips
- Count a compliment when it names something specific the peer did or made and is directed to that peer. General statements ("good game") count once per activity. Sarcasm or compliments used to tease are not counted. Teach the whole group to give specific compliments so the student's comments are received naturally.
- Limits
- Competitive activities produce fewer natural openings than cooperative ones; keep activity type consistent. Frequency does not show sincerity, which should not be scored anyway. A structured routine inflates counts; label data from that condition.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-peer-007.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a 20-minute group game, team activity, or cooperative task with peers, the student will give a peer a specific compliment or encouragement about something the peer did (such as "Nice shot," "Good idea to use the ruler") independently at least 2 times per 20-minute group activity, across 3 consecutive observed activities, as measured by frequency recording collected twice weekly.
Baseline: 0 times per 20-minute group activity.
- 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 Peer Interaction.
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 - Peer Interaction
- Baseline
- 0 times per 20-minute group activity.
- Annual goal419 characters
- By the annual IEP review date, during a 20-minute group game, team activity, or cooperative task with peers, the student will give a peer a specific compliment or encouragement about something the peer did (such as "Nice shot," "Good idea to use the ruler") independently at least 2 times per 20-minute group activity, across 3 consecutive observed activities, as measured by frequency recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute group game, team activity, or cooperative task with peers
- Behavior
- The student will give a peer a specific compliment or encouragement about something the peer did (such as "Nice shot," "Good idea to use the ruler") independently
- Criteria
- At least 2 times per 20-minute group activity, across 3 consecutive observed activities
- Evaluation method
- Frequency recording
- Schedule
- Twice 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 2 times per 20-minute group activity
- Mastery rule:
- across 3 consecutive observed activities
- Collection schedule:
- twice weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute group game, team activity, or cooperative task with peers, the student will give a peer a specific compliment or encouragement about something the peer did (such as "Nice shot," "Good idea to use the ruler") independently at least 2 times per 20-minute group activity, across 3 consecutive observed activities, 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 group activity.
- 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.