Build on a classmate's point in a discussion
When to use this goal
For students who share their own ideas in class discussion but do not connect them to what classmates said, so the discussion feels like separate speeches. Present levels decide fit. Contributions can be spoken, typed in a backchannel, or written on a discussion board.
- Baseline
- Tally the student's comments in 3 discussions and mark which ones referred to a classmate's point. Note how many total comments they made; a student who rarely speaks may need a contributing goal first.
- Tips
- Count comments that clearly connect to a classmate's point, with or without the classmate's name. Disagreeing with a reason counts. Posted talk moves help the whole class.
- Limits
- Discussion formats vary across classes; keep the same course for data. Frequency does not judge the quality of ideas.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-peer-050.
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Goal
By the annual IEP review date, during a 20-minute whole-class or small-group discussion, the student will make a comment that names or refers to a classmate's point and adds to it, agrees with a reason, or disagrees with a reason independently at least 2 times per 20-minute discussion, across 3 consecutive discussions, as measured by frequency recording collected weekly.
Baseline: 0 times per 20-minute discussion.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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
- 0 times per 20-minute discussion.
- Annual goal373 characters
- By the annual IEP review date, during a 20-minute whole-class or small-group discussion, the student will make a comment that names or refers to a classmate's point and adds to it, agrees with a reason, or disagrees with a reason independently at least 2 times per 20-minute discussion, across 3 consecutive discussions, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute whole-class or small-group discussion
- Behavior
- The student will make a comment that names or refers to a classmate's point and adds to it, agrees with a reason, or disagrees with a reason independently
- Criteria
- At least 2 times per 20-minute discussion, across 3 consecutive discussions
- Evaluation method
- Frequency recording
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 2 times per 20-minute discussion
- Mastery rule:
- across 3 consecutive discussions
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute whole-class or small-group discussion, the student will make a comment that names or refers to a classmate's point and adds to it, agrees with a reason, or disagrees with a reason independently at least 2 times per 20-minute discussion, across 3 consecutive discussions, as measured by frequency recording collected weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 20-minute discussion.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.