Introduce themselves to a new peer
When to use this goal
For students who stay silent around unfamiliar peers at the start of the year, in new groups, or at clubs. Base the choice on observation in new-group situations. An introduction card or device message counts.
- Baseline
- Arrange 2 or 3 situations with unfamiliar peers (a cross-class activity, a new seating group) and record whether the student introduces themselves, waits for the peer to start, or stays silent. Ask the student what they would want to say and what makes it hard.
- Tips
- An opportunity is a new-peer situation where the student is near an unfamiliar peer for at least 2 minutes. Score correct when the student states their name and asks one question within the first 5 minutes, in any mode. Peers in planned mixers should be briefed to respond. Handshakes, eye contact, and smiling are not scored.
- Limits
- Natural new-peer events are rare mid-year; planned mixers supply most data and may feel artificial. The goal measures the introduction, not whether a relationship follows. Some students prefer to observe before introducing themselves; a 5-minute window respects that.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-peer-008.
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Goal
By the annual IEP review date, when placed in a new group, class, or club with peers they do not know, the student will introduce themselves by stating their name and asking the peer's name or one getting-to-know-you question independently in at least 3 of 4 opportunities, across 2 consecutive monthly probe sets, as measured by opportunity-by-opportunity data collected monthly through planned mixers plus natural new-peer events.
Baseline: 0 of 4 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. Opportunity (trial) recording 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 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 of 4 opportunities.
- Annual goal432 characters
- By the annual IEP review date, when placed in a new group, class, or club with peers they do not know, the student will introduce themselves by stating their name and asking the peer's name or one getting-to-know-you question independently in at least 3 of 4 opportunities, across 2 consecutive monthly probe sets, as measured by opportunity-by-opportunity data collected monthly through planned mixers plus natural new-peer events.
- Timeframe
- By the annual IEP review date
- Condition
- When placed in a new group, class, or club with peers they do not know
- Behavior
- The student will introduce themselves by stating their name and asking the peer's name or one getting-to-know-you question independently
- Criteria
- In at least 3 of 4 opportunities, across 2 consecutive monthly probe sets
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Monthly through planned mixers plus natural new-peer events
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 3 of 4 opportunities
- Mastery rule:
- across 2 consecutive monthly probe sets
- Collection schedule:
- monthly through planned mixers plus natural new-peer events
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when placed in a new group, class, or club with peers they do not know, the student will introduce themselves by stating their name and asking the peer's name or one getting-to-know-you question independently in at least 3 of 4 opportunities, across 2 consecutive monthly probe sets, as measured by opportunity-by-opportunity data collected monthly through planned mixers plus natural new-peer events.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.