Respond to a peer tutor's questions and prompts
When to use this goal
For students in a peer tutoring or cross-age tutoring program who freeze, joke, or wait for the adult when the peer tutor asks a question. Present levels in the academic task and in responding to peers decide fit. Responses can be spoken, written, signed, or typed.
- Baseline
- During 2 tutoring sessions, have an observer record each tutor question and whether the student responded to the tutor, turned to an adult, or did not respond. Ask the tutor what kinds of prompts get the most responses.
- Tips
- Score each tutor question or prompt. "I don't know yet" and "Can you show me?" count as responses; the goal is talking with the peer, not getting answers right. Train tutors to wait 5 seconds and to praise effort. Switch roles sometimes so the student also tutors.
- Limits
- Tutor skill strongly affects the data; record the tutor's name. The goal does not measure academic accuracy, which the tutoring data should track separately.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-peer-031.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a 15-minute peer tutoring session with a trained classmate or older student, the student will respond to the peer tutor's question or prompt with an answer, a guess, or a request to explain again independently in at least 8 of 10 opportunities, across 3 consecutive tutoring sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 4 of 10 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
- 4 of 10 opportunities.
- Annual goal393 characters
- By the annual IEP review date, during a 15-minute peer tutoring session with a trained classmate or older student, the student will respond to the peer tutor's question or prompt with an answer, a guess, or a request to explain again independently in at least 8 of 10 opportunities, across 3 consecutive tutoring sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 15-minute peer tutoring session with a trained classmate or older student
- Behavior
- The student will respond to the peer tutor's question or prompt with an answer, a guess, or a request to explain again independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive tutoring 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 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive tutoring sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a 15-minute peer tutoring session with a trained classmate or older student, the student will respond to the peer tutor's question or prompt with an answer, a guess, or a request to explain again independently in at least 8 of 10 opportunities, across 3 consecutive tutoring 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 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.