Switch roles and coach a partner during partner reading
When to use this goal
For students who read alone or take over during partner reading, or who sit quietly when it is their turn to coach. Present levels in reading and in partner work decide fit. The coaching cue can be spoken, a pointed cue card, or a device message.
- Baseline
- During 2 or 3 partner reading sessions, record each moment the partner made an error or the role should have switched, and whether the student gave the cue or switched roles. Ask the partner which jobs are hardest to share.
- Tips
- An opportunity is a partner error or a role switch. Score correct when the student gives the agreed cue or takes the role within a few seconds. Teach the whole class the same cues so the routine is shared. Pair the student with partners who are close in reading level.
- Limits
- The number of partner errors changes the number of opportunities; record the total each session. The goal measures peer coaching, not the student's own reading growth. Partners who never miss words give few chances; use texts at the partner's level.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-peer-026.
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Goal
By the annual IEP review date, during a 15-minute partner reading routine with a reader and coach role, the student will take the coach role when it is their turn and give the partner the agreed cue (such as "check it" or "try again") when the partner misses a word independently in at least 5 of 6 opportunities, across 3 consecutive partner reading sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 2 of 6 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. Opportunity (trial) recording 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
- 2 of 6 opportunities.
- Annual goal431 characters
- By the annual IEP review date, during a 15-minute partner reading routine with a reader and coach role, the student will take the coach role when it is their turn and give the partner the agreed cue (such as "check it" or "try again") when the partner misses a word independently in at least 5 of 6 opportunities, across 3 consecutive partner reading sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 15-minute partner reading routine with a reader and coach role
- Behavior
- The student will take the coach role when it is their turn and give the partner the agreed cue (such as "check it" or "try again") when the partner misses a word independently
- Criteria
- In at least 5 of 6 opportunities, across 3 consecutive partner reading sessions
- Evaluation method
- Opportunity-by-opportunity data
- 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 5 of 6 opportunities
- Mastery rule:
- across 3 consecutive partner reading sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a 15-minute partner reading routine with a reader and coach role, the student will take the coach role when it is their turn and give the partner the agreed cue (such as "check it" or "try again") when the partner misses a word independently in at least 5 of 6 opportunities, across 3 consecutive partner reading sessions, as measured by opportunity-by-opportunity data 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 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.