Name a classmate's strength in peer feedback
When to use this goal
For secondary students who give only criticism, or no comment at all, in peer review and group critique. Present levels decide fit, not grade. The skill links to strengths language the student also uses about themselves.
- Baseline
- Collect 3 or 4 peer feedback forms or critique notes and score whether each one named a specific strength. Note whether the student skips the strengths box or fills it with general words. Score only what the student says, writes, signs, or does; never use a self-esteem rating or a mood scale as the criterion.
- Tips
- Score a strength as specific when another person could find it in the work. Build in real peer review so opportunities happen naturally in English, art, CTE, or science.
- Limits
- Measures structured feedback moments; it does not show whether the student compliments peers in free time. Pair with a peer interaction goal for social settings.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sc-010.
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Goal
By the annual IEP review date, during a peer review of a classmate's draft or project, the student will name one specific strength in a classmate's work and point to where it shows before giving a suggestion independently in at least 3 of 4 opportunities, across 3 consecutive peer review cycles, as measured by direct observation collected at each scheduled peer review or critique.
Baseline: 1 of 4 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. Direct observation 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 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
- 1 of 4 opportunities.
- Annual goal383 characters
- By the annual IEP review date, during a peer review of a classmate's draft or project, the student will name one specific strength in a classmate's work and point to where it shows before giving a suggestion independently in at least 3 of 4 opportunities, across 3 consecutive peer review cycles, as measured by direct observation collected at each scheduled peer review or critique.
- Timeframe
- By the annual IEP review date
- Condition
- During a peer review of a classmate's draft or project
- Behavior
- The student will name one specific strength in a classmate's work and point to where it shows before giving a suggestion independently
- Criteria
- In at least 3 of 4 opportunities, across 3 consecutive peer review cycles
- Evaluation method
- Direct observation
- Schedule
- At each scheduled peer review or critique
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 3 of 4 opportunities
- Mastery rule:
- across 3 consecutive peer review cycles
- Collection schedule:
- at each scheduled peer review or critique
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a peer review of a classmate's draft or project, the student will name one specific strength in a classmate's work and point to where it shows before giving a suggestion independently in at least 3 of 4 opportunities, across 3 consecutive peer review cycles, as measured by direct observation collected at each scheduled peer review or critique.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.