Take a role in a group task and complete the agreed part
When to use this goal
For students who are in groups but let peers do the work, or who do everything alone rather than coordinating. Base the choice on observation of group projects. Steps can be adapted for students who contribute through writing, drawing, or a device.
- Baseline
- Observe 2 or 3 group tasks and score each step. Note whether the student's part was completed, who did it, and whether the student shared it. Ask the student which roles they prefer; preferred roles are a good starting point.
- Tips
- Score each step as independent, prompted, or not completed. Roles should match the student's strengths at first (timekeeper, materials, recorder on a device). Peers should be taught the same routine so the student is not the only one with expectations. The final step counts if the student asks any group member.
- Limits
- Group dynamics vary; a dominating peer can make steps impossible, so record group composition. The checklist measures participation, not the quality of the product. Not a substitute for academic goals on the task content.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-peer-011.
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Goal
By the annual IEP review date, during a group project or lab with assigned or chosen roles, the student will carry out their group member routine with no adult reminder during the task, performing at least 4 of 5 steps independently, across 3 consecutive group tasks, as measured by a task-analysis checklist collected weekly during group work.
Baseline: 1 of 5 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 1 of 5 steps independently.
- Annual goal344 characters
- By the annual IEP review date, during a group project or lab with assigned or chosen roles, the student will carry out their group member routine with no adult reminder during the task, performing at least 4 of 5 steps independently, across 3 consecutive group tasks, as measured by a task-analysis checklist collected weekly during group work.
- Timeframe
- By the annual IEP review date
- Condition
- During a group project or lab with assigned or chosen roles
- Behavior
- The student will carry out their group member routine with no adult reminder during the task
- Criteria
- Performing at least 4 of 5 steps independently, across 3 consecutive group tasks
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly during group work
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 4 of 5 steps independently
- Mastery rule:
- across 3 consecutive group tasks
- Collection schedule:
- weekly during group work
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a group project or lab with assigned or chosen roles, the student will carry out their group member routine with no adult reminder during the task, performing at least 4 of 5 steps independently, across 3 consecutive group tasks, as measured by a task-analysis checklist collected weekly during group work.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. States or agrees to their role at the start of the task | ||||||||
| 2. Asks the group or checks the role card when unsure what to do | ||||||||
| 3. Completes their part of the task | ||||||||
| 4. Shares their part with the group (shows, reads, or adds it to the shared product) | ||||||||
| 5. Checks with the group before the task ends about anything still needed | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 4 of 5).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.