State a different opinion from a peer with a reason
When to use this goal
For students who either go along with peers against their own view or disagree with insults and absolutes. Base the choice on observation during discussions. The goal is a stated opinion plus a reason, in any mode.
- Baseline
- During 3 discussions or group decisions, record moments when the student visibly disagreed (facial reaction, muttering, later complaint) and what they said: a reasoned disagreement, agreement despite their view, silence, or an insult. Ask the student whether they disagreed and why they did or did not say so.
- Tips
- An opportunity is a moment when the student holds a different view (confirmed afterward if not obvious). Score correct when the student states the opinion with a reason, without insults, name-calling, or absolutes directed at the peer ("that's stupid"). Tone and volume are not scored. Teach the whole group the same frames so disagreement is normal.
- Limits
- Knowing whether the student disagreed requires a check-in; structured practice with assigned positions gives cleaner data but less authenticity. Peer reactions to disagreement vary and can discourage the skill. Does not measure whether the student changed anyone's mind.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-peer-020.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a class discussion or group decision when a peer states an opinion the student does not share, the student will independently state a different opinion with a reason, without insulting the peer (such as "I see it differently because...") in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly during discussions plus structured practice.
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 goal433 characters
- By the annual IEP review date, during a class discussion or group decision when a peer states an opinion the student does not share, the student will independently state a different opinion with a reason, without insulting the peer (such as "I see it differently because...") in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly during discussions plus structured practice.
- Timeframe
- By the annual IEP review date
- Condition
- During a class discussion or group decision when a peer states an opinion the student does not share
- Behavior
- The student will independently state a different opinion with a reason, without insulting the peer (such as "I see it differently because...")
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Weekly during discussions plus structured practice
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 during discussions plus structured practice
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a class discussion or group decision when a peer states an opinion the student does not share, the student will independently state a different opinion with a reason, without insulting the peer (such as "I see it differently because...") in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly during discussions plus structured practice.
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.