Ask a peer for help or information during group work
Live goal preview
By the annual IEP review date, during small-group or partner work in general education classes, the student will ask a peer a question about the task or materials (e.g., "What page are we on?" or "Can you show me how you did that?") independently at least 2 times per 20-minute group work session, across 3 consecutive observed sessions, as measured by frequency recording collected twice weekly during group work.
Baseline: 0 times per 20-minute group work session.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Frequency is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Frequency (event) recording can produce frequency data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Requesting Help.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- For students who rely only on adults for help or who stay silent in groups. Present levels and observation in group settings, not grade, decide fit. Students who rarely interact with peers at all may benefit from peer-interaction goals as well.
- Baseline considerations
- Tally peer-directed questions and adult-directed questions separately during several group sessions of similar length. Note whether peers respond, since peer responsiveness affects the goal.
- Usage notes
- Count a question when the student directs it to a peer (by name, by turning toward or tapping the peer, or by device) and it relates to the task or materials. Social comments are not counted here. Brief group members on welcoming questions; the setting has to make asking worthwhile.
- Known limitations
- Frequency depends on the task; open-ended tasks create more reasons to ask. Keep session length and activity type similar across observations. A higher count is not always better once the student is getting what they need.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
se-rh-004.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Frequency & rate tracker. Your goal counts events in a fixed period, so the sheet records counts and observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 2 times per 20-minute group work session
- Mastery rule:
- across 3 consecutive observed sessions
- Collection schedule:
- twice weekly during group work
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during small-group or partner work in general education classes, the student will ask a peer a question about the task or materials (e.g., "What page are we on?" or "Can you show me how you did that?") independently at least 2 times per 20-minute group work session, across 3 consecutive observed sessions, as measured by frequency recording collected twice weekly during group work.
| 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 group work session.
- 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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.