Say goodbye or see you later before leaving a peer
When to use this goal
For students who walk away mid-conversation or mid-game, which peers can read as a brush-off. Present levels decide fit. A closing can be a word, a wave, a sign, or a device message such as "see you later" or "I'm done."
- Baseline
- Record the end of 5 peer interactions across recess and partner work and how the student left: with a closing, by walking away, or after an adult cue. Note whether peers seem to notice.
- Tips
- An opportunity begins when the student leaves an interaction they were part of. Score correct when a closing comes before or as they leave. Do not hold the student in a game to get a closing; the goal is to let them leave in a way peers understand. Teach peers the same closings.
- Limits
- The ends of interactions are easy to miss; observe at known transitions. The goal does not address why the student leaves, which may be a sensory or regulation need worth a separate goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-peer-028.
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Goal
By the annual IEP review date, when they leave a peer to go to another activity, line up, or go home, the student will tell the peer they are leaving with a closing such as "bye," "see you later," or "I'm done playing" before moving away independently in at least 4 of 5 opportunities, on 3 of 4 observed days, as measured by direct observation collected twice weekly at recess and partner work.
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 goal395 characters
- By the annual IEP review date, when they leave a peer to go to another activity, line up, or go home, the student will tell the peer they are leaving with a closing such as "bye," "see you later," or "I'm done playing" before moving away independently in at least 4 of 5 opportunities, on 3 of 4 observed days, as measured by direct observation collected twice weekly at recess and partner work.
- Timeframe
- By the annual IEP review date
- Condition
- When they leave a peer to go to another activity, line up, or go home
- Behavior
- The student will tell the peer they are leaving with a closing such as "bye," "see you later," or "I'm done playing" before moving away independently
- Criteria
- In at least 4 of 5 opportunities, on 3 of 4 observed days
- Evaluation method
- Direct observation
- Schedule
- Twice weekly at recess and partner work
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 at recess and partner work
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when they leave a peer to go to another activity, line up, or go home, the student will tell the peer they are leaving with a closing such as "bye," "see you later," or "I'm done playing" before moving away independently in at least 4 of 5 opportunities, on 3 of 4 observed days, as measured by direct observation collected twice weekly at recess and partner work.
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.