Call a peer by name to get their attention
When to use this goal
For young students who grab, push, or start talking without first getting the peer's attention, or who only address adults. Present levels and communication mode decide fit. Calling a name can be spoken, signed, a name photo on a device, or a gentle tap on the shoulder paired with the name.
- Baseline
- Watch for moments the student wants a peer's attention (reaching for, showing, or bumping into a peer) across 3 play periods and record how they got it. Check which classmates' names the student can say, sign, or find on a device.
- Tips
- Score an opportunity each time the student starts an approach to a peer. Count it correct when the name or agreed tap comes first. A peer turning toward them is not required in the first behavior, since that is the peer's response. Add classmates' names and photos to the student's system early in the year.
- Limits
- Approaches are easy to miss in a busy room; short focused observations help. Some peers do not respond, which is not the student's error. The goal teaches one part of starting an interaction, not the interaction itself.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-peer-024.
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Goal
By the annual IEP review date, when they want to show, give, or ask something of a peer during play or table time, the student will say, sign, or select the peer's name, or tap the peer's shoulder, before showing, giving, or asking independently in at least 4 of 5 opportunities, on 3 of 4 observed days, as measured by direct observation collected twice weekly during centers and snack.
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 goal387 characters
- By the annual IEP review date, when they want to show, give, or ask something of a peer during play or table time, the student will say, sign, or select the peer's name, or tap the peer's shoulder, before showing, giving, or asking independently in at least 4 of 5 opportunities, on 3 of 4 observed days, as measured by direct observation collected twice weekly during centers and snack.
- Timeframe
- By the annual IEP review date
- Condition
- When they want to show, give, or ask something of a peer during play or table time
- Behavior
- The student will say, sign, or select the peer's name, or tap the peer's shoulder, before showing, giving, or asking independently
- Criteria
- In at least 4 of 5 opportunities, on 3 of 4 observed days
- Evaluation method
- Direct observation
- Schedule
- Twice weekly during centers and snack
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:
- on 3 of 4 observed days
- Collection schedule:
- twice weekly during centers and snack
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when they want to show, give, or ask something of a peer during play or table time, the student will say, sign, or select the peer's name, or tap the peer's shoulder, before showing, giving, or asking independently in at least 4 of 5 opportunities, on 3 of 4 observed days, as measured by direct observation collected twice weekly during centers and snack.
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.