Work with a partner on a shared task
When to use this goal
For students who do partner tasks alone, take all the materials, or do nothing until the partner finishes. Base the choice on observation during partner work. Steps can be adapted for students who communicate with a device.
- Baseline
- Score 2 or 3 partner tasks on the checklist. Note where the routine breaks: taking all materials, not talking, or working separately. Observe with different partners to see whether the partner changes the result.
- Tips
- Score each step as independent, prompted, or not completed. Side-by-side work with shared materials counts even without much talk, as long as the comment step occurs once. Coach the partner too; the steps are for both students. Vary partners once the routine is steady with a coached peer.
- Limits
- Partner behavior strongly affects the checklist; record who the partner was. A task that can be done alone invites solo work; choose tasks that need two people. Does not measure the academic product.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-peer-016.
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Goal
By the annual IEP review date, during a 15-minute partner task in class (such as a shared worksheet, a science activity, partner reading), the student will complete the partner task using their partner routine with no adult reminder during the task, performing at least 4 of 5 steps independently, across 3 consecutive partner tasks, as measured by a task-analysis checklist collected twice weekly.
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 goal398 characters
- By the annual IEP review date, during a 15-minute partner task in class (such as a shared worksheet, a science activity, partner reading), the student will complete the partner task using their partner routine with no adult reminder during the task, performing at least 4 of 5 steps independently, across 3 consecutive partner tasks, as measured by a task-analysis checklist collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 15-minute partner task in class (such as a shared worksheet, a science activity, partner reading)
- Behavior
- The student will complete the partner task using their partner routine with no adult reminder during the task
- Criteria
- Performing at least 4 of 5 steps independently, across 3 consecutive partner tasks
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly
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 partner tasks
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a 15-minute partner task in class (such as a shared worksheet, a science activity, partner reading), the student will complete the partner task using their partner routine with no adult reminder during the task, performing at least 4 of 5 steps independently, across 3 consecutive partner tasks, as measured by a task-analysis checklist collected twice weekly.
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. Sits or stands next to the partner with the materials between them | ||||||||
| 2. Agrees with the partner who does what or who goes first | ||||||||
| 3. Takes their turns and lets the partner take theirs | ||||||||
| 4. Says or shows at least one comment or question to the partner about the task | ||||||||
| 5. Finishes the task with the partner (both contributed to the product) | ||||||||
| 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.