Give a peer an effort-focused compliment
When to use this goal
For elementary students who rarely notice what peers do well, or whose comments to peers are mostly corrections. Present levels decide fit, not grade. Giving compliments builds the same noticing skills students need to see their own strengths.
- Baseline
- Tally specific and general compliments across 4 or 5 group activities and note any comments that are corrections. Ask peers in the group whether the student usually comments on their work. Score only what the student says, writes, signs, or does; never use a self-esteem rating or a mood scale as the criterion.
- Tips
- Count a compliment only when it names something specific the peer did. General praise ("good job") can be tallied separately as a step on the way. Effort and choices are better targets than looks or possessions.
- Limits
- Counts compliments given, not how peers receive them. Overuse of a single script can sound rote; vary the starters once the count is steady.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sc-009.
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Goal
By the annual IEP review date, during a 30-minute cooperative group activity, the student will give a peer a specific compliment about their effort or a choice they made (such as "You kept checking your answers") independently at least 2 times per 30-minute cooperative group activity, on 4 of 5 observed sessions, as measured by frequency recording collected twice weekly.
Baseline: 0 times per 30-minute cooperative group activity.
- 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 Self-Concept & Positive Self-Talk.
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 - Self-Concept & Positive Self-Talk
- Baseline
- 0 times per 30-minute cooperative group activity.
- Annual goal373 characters
- By the annual IEP review date, during a 30-minute cooperative group activity, the student will give a peer a specific compliment about their effort or a choice they made (such as "You kept checking your answers") independently at least 2 times per 30-minute cooperative group activity, on 4 of 5 observed sessions, as measured by frequency recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 30-minute cooperative group activity
- Behavior
- The student will give a peer a specific compliment about their effort or a choice they made (such as "You kept checking your answers") independently
- Criteria
- At least 2 times per 30-minute cooperative group activity, on 4 of 5 observed sessions
- Evaluation method
- Frequency recording
- Schedule
- Twice 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 30-minute cooperative group activity
- Mastery rule:
- on 4 of 5 observed sessions
- Collection schedule:
- twice weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 30-minute cooperative group activity, the student will give a peer a specific compliment about their effort or a choice they made (such as "You kept checking your answers") independently at least 2 times per 30-minute cooperative group activity, on 4 of 5 observed sessions, as measured by frequency recording collected twice 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 30-minute cooperative group activity.
- 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.