Carry out a cooperative group job such as timekeeper
When to use this goal
For students who drift into other members' jobs or do none during cooperative groups with named roles. Present levels decide fit. Jobs can be adapted so that every job has a clear action the student can carry out, with a device or picture card if needed.
- Baseline
- List the points in 2 or 3 group activities when the student's job action was needed (time warnings, handing out materials, writing the answer) and record whether they did it. Note which jobs fit the student's strengths.
- Tips
- Each moment the job calls for an action is one opportunity. Score correct when the student does the action without another member doing it for them. Rotate jobs over weeks, starting with one the student is good at. Make sure every job has real work in it.
- Limits
- Some jobs create more opportunities than others; compare data by job. The goal does not measure the quality of the group's product.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-peer-032.
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Goal
By the annual IEP review date, during a cooperative group activity with named jobs such as materials manager, timekeeper, recorder, or reporter, the student will carry out each action listed on their job card at the point in the activity when it is needed independently in at least 4 of 5 opportunities, across 3 consecutive group activities, as measured by direct observation collected weekly.
Baseline: 2 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
- 2 of 5 opportunities.
- Annual goal394 characters
- By the annual IEP review date, during a cooperative group activity with named jobs such as materials manager, timekeeper, recorder, or reporter, the student will carry out each action listed on their job card at the point in the activity when it is needed independently in at least 4 of 5 opportunities, across 3 consecutive group activities, as measured by direct observation collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a cooperative group activity with named jobs such as materials manager, timekeeper, recorder, or reporter
- Behavior
- The student will carry out each action listed on their job card at the point in the activity when it is needed independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive group activities
- Evaluation method
- Direct observation
- Schedule
- 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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive group activities
- Collection schedule:
- weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a cooperative group activity with named jobs such as materials manager, timekeeper, recorder, or reporter, the student will carry out each action listed on their job card at the point in the activity when it is needed independently in at least 4 of 5 opportunities, across 3 consecutive group activities, as measured by direct observation collected 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 | # + (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.