Build or complete something together with a peer
When to use this goal
For young students who play near peers but do not work on the same product (a tower, a puzzle, a road). Base the choice on observation. Builds on se-play-002 (parallel play) and precedes se-peer-006 (sustaining shared activities with older peers).
- Baseline
- Set up 3 shared-building sessions with a peer and time how long the student adds to the same product as the peer (not a separate one). Note whether the student takes all the pieces, builds separately, or leaves. Choose a peer who builds patiently and materials the student likes.
- Tips
- Timing starts when both children are adding to the same product and stops when the student builds separately, takes the product apart against the peer's wishes, or leaves for more than 30 seconds. Talking is not required; adding to the peer's structure and letting the peer add to theirs is cooperation. Knocking down a tower together on purpose is play, not an error.
- Limits
- Materials with many pieces invite separate building; a single set with limited pieces works better. Peer patience shapes the duration; record the peer. Does not measure communication during play (see se-com-003).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-010.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a building or construction activity with one peer and a single shared set of materials, the student will play cooperatively with the peer by adding pieces to the shared product and responding to the peer's additions independently for at least 5 minutes, across 3 consecutive observed sessions, as measured by duration recording collected twice 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 Play & Social Participation.
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 - Play & Social Participation
- Baseline
- 1 minutes.
- Annual goal389 characters
- By the annual IEP review date, during a building or construction activity with one peer and a single shared set of materials, the student will play cooperatively with the peer by adding pieces to the shared product and responding to the peer's additions independently for at least 5 minutes, across 3 consecutive observed sessions, as measured by duration recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a building or construction activity with one peer and a single shared set of materials
- Behavior
- The student will play cooperatively with the peer by adding pieces to the shared product and responding to the peer's additions independently
- Criteria
- For at least 5 minutes, across 3 consecutive observed sessions
- Evaluation method
- Duration recording
- Schedule
- Twice 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 5 minutes
- Mastery rule:
- across 3 consecutive observed sessions
- Collection schedule:
- twice weekly
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during a building or construction activity with one peer and a single shared set of materials, the student will play cooperatively with the peer by adding pieces to the shared product and responding to the peer's additions independently for at least 5 minutes, across 3 consecutive observed sessions, as measured by duration recording collected twice 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 (5 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.