Keep a back-and-forth conversation going with a peer
When to use this goal
For students who answer a peer's question and stop, or who switch topics so the exchange ends quickly. Present levels in conversation decide fit. Turns can be spoken, signed, typed, or device messages; pauses for processing are part of the conversation.
- Baseline
- Time 3 to 5 peer conversations from the first turn to the point where no one talks for 15 seconds or someone leaves. Note who ended it and which topics lasted longest.
- Tips
- Start at the first turn; stop at 15 seconds of silence or when someone leaves. Topic changes that link to the last comment do not stop the clock. Let the student choose topics sometimes. Teach peers that wait time is normal.
- Limits
- The peer strongly affects length; record who the partner was. Duration does not show balance of turns. Some students prefer short exchanges, and the team should agree on a length that matters to the student.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-peer-037.
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Goal
By the annual IEP review date, during a 5-minute structured conversation with a peer at a social skills group, the student will continue a back-and-forth conversation with the peer by answering, commenting, or asking related questions independently for at least 4 minutes, across 3 consecutive sessions, as measured by duration recording collected weekly.
Baseline: 1 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
- 1 minutes.
- Annual goal355 characters
- By the annual IEP review date, during a 5-minute structured conversation with a peer at a social skills group, the student will continue a back-and-forth conversation with the peer by answering, commenting, or asking related questions independently for at least 4 minutes, across 3 consecutive sessions, as measured by duration recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 5-minute structured conversation with a peer at a social skills group
- Behavior
- The student will continue a back-and-forth conversation with the peer by answering, commenting, or asking related questions independently
- Criteria
- For at least 4 minutes, across 3 consecutive sessions
- Evaluation method
- Duration recording
- Schedule
- 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 4 minutes
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during a 5-minute structured conversation with a peer at a social skills group, the student will continue a back-and-forth conversation with the peer by answering, commenting, or asking related questions independently for at least 4 minutes, across 3 consecutive sessions, as measured by duration recording collected 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 (4 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.