Share an answer with a partner and restate the partner's answer
When to use this goal
For students who stay silent during turn-and-talk routines or talk without listening to the partner. Base the choice on observation during class discussions. Sharing can be spoken, signed, or on a device; restating can be a short paraphrase.
- Baseline
- Observe 5 turn-and-talk opportunities and record whether the student shared, listened to the partner, and could say what the partner said when asked. Pair with a partner who is responsive. Check that the question is one the student can answer; an answer they do not have is a content gap, not a social one.
- Tips
- Each turn-and-talk is an opportunity. Score correct when the student shares and then restates or asks for the partner's answer, in any mode, within the time the teacher allows. A restatement needs only the gist. Teach the routine to the whole class with the same visual. Observers can listen in from nearby or ask the student afterward what the partner said.
- Limits
- Turn-and-talk windows are short, so processing time matters; ask the teacher to allow a few extra seconds. Partner behavior affects the result; record the partner. Does not measure the quality of the academic answer.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-peer-019.
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Goal
By the annual IEP review date, during a turn-and-talk routine in a whole-class lesson, the student will share their answer with the partner and then restate the partner's answer in their own words independently in at least 4 of 5 opportunities, across 3 consecutive observed lessons, as measured by direct observation collected twice weekly.
Baseline: 1 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
- 1 of 5 opportunities.
- Annual goal341 characters
- By the annual IEP review date, during a turn-and-talk routine in a whole-class lesson, the student will share their answer with the partner and then restate the partner's answer in their own words independently in at least 4 of 5 opportunities, across 3 consecutive observed lessons, as measured by direct observation collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a turn-and-talk routine in a whole-class lesson
- Behavior
- The student will share their answer with the partner and then restate the partner's answer in their own words independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive observed lessons
- Evaluation method
- Direct observation
- Schedule
- Twice weekly
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 observed lessons
- Collection schedule:
- twice weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a turn-and-talk routine in a whole-class lesson, the student will share their answer with the partner and then restate the partner's answer in their own words independently in at least 4 of 5 opportunities, across 3 consecutive observed lessons, as measured by direct observation collected twice weekly.
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.