Respond to an upset peer with a kind statement or offer of help
When to use this goal
For students who do not react when a peer is crying, hurt, or frustrated, or who react in ways peers find hurtful (laughing, commenting on the crying). Base the choice on observation. The response can be a statement, a gesture, getting an adult, or offering an item.
- Baseline
- Log observed events where a peer near the student was upset and the student's response: kind statement or help, no response, or a hurtful response. Add 3 role-play probes with new scenarios to see what the student does when the situation is clear. Ask the student how they can tell when someone is upset.
- Tips
- An opportunity is an upset peer within the student's view (observer decides). Score correct when the student makes a kind statement, offers help, or gets an adult within 1 minute. Getting an adult always counts. Do not score facial expression or tone. Teach recognition cues alongside this goal, since noticing is often the gap.
- Limits
- Natural events are unpredictable and emotionally loaded for the peer; never stage real distress. Role-play shows knowledge, not real-time response. Some students notice distress but find it overwhelming; a regulation goal may be needed too.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-peer-014.
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Goal
By the annual IEP review date, when a peer near them is visibly upset (crying, hurt, or frustrated) during class, recess, or lunch, the student will respond to the peer with a kind statement, an offer of help, or by getting an adult (such as "Are you okay?", "Want me to get the teacher?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, combining observed events and role-play probes.
Baseline: 0 of 5 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. Direct observation 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 5 opportunities.
- Annual goal465 characters
- By the annual IEP review date, when a peer near them is visibly upset (crying, hurt, or frustrated) during class, recess, or lunch, the student will respond to the peer with a kind statement, an offer of help, or by getting an adult (such as "Are you okay?", "Want me to get the teacher?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, combining observed events and role-play probes.
- Timeframe
- By the annual IEP review date
- Condition
- When a peer near them is visibly upset (crying, hurt, or frustrated) during class, recess, or lunch
- Behavior
- The student will respond to the peer with a kind statement, an offer of help, or by getting an adult (such as "Are you okay?", "Want me to get the teacher?") independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Weekly, combining observed events and role-play probes
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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- weekly, combining observed events and role-play probes
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a peer near them is visibly upset (crying, hurt, or frustrated) during class, recess, or lunch, the student will respond to the peer with a kind statement, an offer of help, or by getting an adult (such as "Are you okay?", "Want me to get the teacher?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, combining observed events and role-play probes.
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. Sheets print blank; no student data is stored.