Stay with an assigned partner through a partner activity
When to use this goal
For students who drift away from an assigned partner to work alone, wander, or join another group. Present levels in partner work and the student's regulation needs decide fit. Staying can include standing, moving, or using a fidget at the partner's table.
- Baseline
- Time from the partner announcement to the first time the student leaves the partner for more than 30 seconds, across 3 partner activities of similar length. Note the activity type, the partner, and what happened right before leaving.
- Tips
- Start timing at the partner announcement and stop when the student leaves the partner for more than 30 seconds without a planned break. A requested break that ends with a return does not stop the clock. Use a known, kind partner at first and widen the pool over time.
- Limits
- Duration shows how long the student stays, not the quality of the exchange; pair with the partner-work task analysis if needed. Activity interest affects time a lot; keep activity type steady.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-peer-029.
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Goal
By the annual IEP review date, during a 15-minute partner activity such as a math game, puzzle, or science sort, the student will remain with the assigned partner and keep working on the shared activity independently for at least 12 minutes, across 3 consecutive partner activities, as measured by duration recording collected twice weekly.
Baseline: 4 minutes.
- 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. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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
- 4 minutes.
- Annual goal340 characters
- By the annual IEP review date, during a 15-minute partner activity such as a math game, puzzle, or science sort, the student will remain with the assigned partner and keep working on the shared activity independently for at least 12 minutes, across 3 consecutive partner activities, as measured by duration recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 15-minute partner activity such as a math game, puzzle, or science sort
- Behavior
- The student will remain with the assigned partner and keep working on the shared activity independently
- Criteria
- For at least 12 minutes, across 3 consecutive partner activities
- Evaluation method
- Duration recording
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- for at least 12 minutes
- Mastery rule:
- across 3 consecutive partner activities
- Collection schedule:
- twice weekly
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during a 15-minute partner activity such as a math game, puzzle, or science sort, the student will remain with the assigned partner and keep working on the shared activity independently for at least 12 minutes, across 3 consecutive partner activities, as measured by duration recording collected twice weekly.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at least the target (12 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.