Give a peer one kind, specific suggestion in peer review
When to use this goal
For students who say "It's good" in peer review, or who give blunt criticism that leads to conflict. Present levels in writing and in peer work decide fit. Feedback can be spoken, written in the margin, or typed in a comment.
- Baseline
- Collect the student's comments from 3 to 5 peer reviews and mark whether each included a strength, a specific suggestion, and kind wording. Ask peers which comments helped.
- Tips
- Each peer review is one opportunity. Score correct when the comment has a strength, a suggestion tied to the work, and no insult. Kind wording means no put-downs; directness is fine. Written and spoken feedback count the same.
- Limits
- The goal does not measure whether the suggestion was right. Peer review frequency depends on the course.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-peer-049.
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Goal
By the annual IEP review date, during a peer review session on a draft essay, lab report, or project, the student will give the peer one strength and one specific suggestion about their work using kind wording independently in at least 4 of 5 opportunities, across 3 consecutive peer review sessions, as measured by opportunity-by-opportunity data collected at each peer review session.
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. 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
- 1 of 5 opportunities.
- Annual goal386 characters
- By the annual IEP review date, during a peer review session on a draft essay, lab report, or project, the student will give the peer one strength and one specific suggestion about their work using kind wording independently in at least 4 of 5 opportunities, across 3 consecutive peer review sessions, as measured by opportunity-by-opportunity data collected at each peer review session.
- Timeframe
- By the annual IEP review date
- Condition
- During a peer review session on a draft essay, lab report, or project
- Behavior
- The student will give the peer one strength and one specific suggestion about their work using kind wording independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive peer review sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- At each peer review session
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 peer review sessions
- Collection schedule:
- at each peer review session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a peer review session on a draft essay, lab report, or project, the student will give the peer one strength and one specific suggestion about their work using kind wording independently in at least 4 of 5 opportunities, across 3 consecutive peer review sessions, as measured by opportunity-by-opportunity data collected at each peer review session.
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.