Exchange comments or questions with a peer at lunch
When to use this goal
For students who eat alone or sit with peers in silence. Base the choice on observation at lunch. Any mode counts; a device with lunch-time vocabulary makes this accessible to AAC users.
- Baseline
- Tally peer-directed comments and questions during 3 lunches, noting who sat with the student and whether peers talked to the student. Note where the student sits and whether the noise level affects them.
- Tips
- Count a comment or question when it is directed to a peer (by name, by turning toward them, or by device) and is not a response to an adult. Responses to peers count. Keep the seating group consistent while the skill is new and coach peers to respond. Eating and talking at the same time is not required; comments between bites count.
- Limits
- Cafeteria noise and short lunch periods limit observation; a lunch group in a quieter room is a fair starting point but is not the end goal. Frequency does not capture whether the student enjoyed the lunch; ask them. Observers in a cafeteria are conspicuous; use a staff member who is normally present.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-peer-015.
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Goal
By the annual IEP review date, during a 20-minute lunch period seated with familiar peers, the student will make a comment or ask a question directed to a peer at the table (such as "I have pizza," "What do you have?") independently at least 3 times per 20-minute lunch period, across 3 consecutive observed lunches, as measured by frequency recording collected twice weekly.
Baseline: 0 times per 20-minute lunch period.
- 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 lunch period.
- Annual goal375 characters
- By the annual IEP review date, during a 20-minute lunch period seated with familiar peers, the student will make a comment or ask a question directed to a peer at the table (such as "I have pizza," "What do you have?") independently at least 3 times per 20-minute lunch period, across 3 consecutive observed lunches, as measured by frequency recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute lunch period seated with familiar peers
- Behavior
- The student will make a comment or ask a question directed to a peer at the table (such as "I have pizza," "What do you have?") independently
- Criteria
- At least 3 times per 20-minute lunch period, across 3 consecutive observed lunches
- 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 3 times per 20-minute lunch period
- Mastery rule:
- across 3 consecutive observed lunches
- Collection schedule:
- twice weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute lunch period seated with familiar peers, the student will make a comment or ask a question directed to a peer at the table (such as "I have pizza," "What do you have?") independently at least 3 times per 20-minute lunch period, across 3 consecutive observed lunches, 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 lunch period.
- 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.