Help a crying or hurt classmate in a simple way
When to use this goal
For young students who walk away from, stare at, or laugh nervously near a classmate who is crying or hurt. Present levels and the student's own response to distress decide fit. Simple helping actions count in any mode: getting an adult, bringing a comfort item, or asking "You okay?"
- Baseline
- Log natural moments when a nearby peer cried or got hurt over two weeks and what the student did. Run 3 or 4 short puppet role-plays to see whether the student can name or show a helping action when the situation is calm.
- Tips
- Any of the helping actions counts; the student does not need to comfort with words or touch. Some students are distressed by crying themselves; moving away and telling an adult is a full response for them. Thank the student for helping and let them see the peer get help.
- Limits
- Natural opportunities are unpredictable, so the count is small; combine with role-play data and label both. The goal does not measure empathy, only a helping action. Never require touch.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-peer-025.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when a classmate is crying, has fallen, or says they are hurt nearby, the student will do one helping action for the peer (getting an adult, bringing a tissue or comfort item, or asking if the peer is okay) independently in at least 3 of 4 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly during role-play and from logged natural events.
Baseline: 0 of 4 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
- 0 of 4 opportunities.
- Annual goal413 characters
- By the annual IEP review date, when a classmate is crying, has fallen, or says they are hurt nearby, the student will do one helping action for the peer (getting an adult, bringing a tissue or comfort item, or asking if the peer is okay) independently in at least 3 of 4 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly during role-play and from logged natural events.
- Timeframe
- By the annual IEP review date
- Condition
- When a classmate is crying, has fallen, or says they are hurt nearby
- Behavior
- The student will do one helping action for the peer (getting an adult, bringing a tissue or comfort item, or asking if the peer is okay) independently
- Criteria
- In at least 3 of 4 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Weekly during role-play and from logged natural events
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 3 of 4 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- weekly during role-play and from logged natural events
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a classmate is crying, has fallen, or says they are hurt nearby, the student will do one helping action for the peer (getting an adult, bringing a tissue or comfort item, or asking if the peer is okay) independently in at least 3 of 4 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly during role-play and from logged natural events.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.