Share a comment with a peer at centers
When to use this goal
For students in kindergarten to grade 2 who communicate with single words, signs, or symbols and direct almost all of it to adults. Present levels decide fit. A comment to a peer can be a sound, a word, a sign, a device message, or showing an item.
- Baseline
- Tally comments to peers and to adults separately across three center periods. Note which peers and materials get the most comments.
- Tips
- Count comments aimed at a peer (named, turned toward, or shown an item). Teach the peers to respond to the student's mode. Seat the student next to a peer who responds warmly.
- Limits
- Peers vary; keep the group similar for baseline. The goal does not measure conversation length; longer exchanges belong in pragmatic-language and peer-interaction.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ec-033.
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Goal
By the annual IEP review date, during a 20-minute classroom center with 2 or 3 peers and shared materials (blocks, art, sensory table), the student will direct a comment to a peer with a sound, word, sign, device message, or by showing an item with a sound (such as "look", "mine big", "uh-oh") independently at least 3 times per 20-minute center period, on 4 of 5 observed days, as measured by frequency recording collected twice weekly.
Baseline: 0 times per 20-minute center period.
- 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 Early Communication.
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
- Speech & Language - Early Communication
- Baseline
- 0 times per 20-minute center period.
- Annual goal438 characters
- By the annual IEP review date, during a 20-minute classroom center with 2 or 3 peers and shared materials (blocks, art, sensory table), the student will direct a comment to a peer with a sound, word, sign, device message, or by showing an item with a sound (such as "look", "mine big", "uh-oh") independently at least 3 times per 20-minute center period, on 4 of 5 observed days, as measured by frequency recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute classroom center with 2 or 3 peers and shared materials (blocks, art, sensory table)
- Behavior
- The student will direct a comment to a peer with a sound, word, sign, device message, or by showing an item with a sound (such as "look", "mine big", "uh-oh") independently
- Criteria
- At least 3 times per 20-minute center period, on 4 of 5 observed days
- 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 3 times per 20-minute center period
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- twice weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute classroom center with 2 or 3 peers and shared materials (blocks, art, sensory table), the student will direct a comment to a peer with a sound, word, sign, device message, or by showing an item with a sound (such as "look", "mine big", "uh-oh") independently at least 3 times per 20-minute center period, on 4 of 5 observed days, 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 20-minute center period.
- 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.