Build on a peer's comment during group discussion
Live goal preview
By the annual IEP review date, during a 15-minute small-group discussion about a classroom text or topic, the student will make a contribution that builds on a peer's comment (e.g., agreeing and adding a reason, asking a follow-up question, or offering a different idea about the same point) independently at least 3 times per 15-minute small-group discussion, across 3 consecutive observed discussions, as measured by frequency recording collected weekly.
Baseline: 0 times per 15-minute small-group discussion.
- 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 Pragmatic Language.
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 share ideas in groups but often change the topic or repeat their own point without connecting to what others said. Present levels, observation of group discussions, and the SLP's assessment, not grade, decide fit. For one-to-one topic maintenance, see se-com-004.
- Baseline considerations
- Observe two or three group discussions and code each of the student's contributions as building on a peer, on topic but not connected, or off topic. Note group size, topic, and whether the topic interests the student.
- Usage notes
- Count a contribution when it clearly relates to what a peer just said, either by referring to it directly or by asking about it. Ideas expressed in any mode count. Do not score body posture, eye gaze, or tone of voice. Off-topic comments are not errors to punish; they are data. Sentence starters can also be offered to the whole group.
- Known limitations
- Frequency depends on group size, how much peers talk, and interest in the topic; keep conditions similar. The count does not reflect the quality of ideas. Some students participate by listening and adding fewer, longer contributions; set targets with the student.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
sl-prag-002.
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 3 times per 15-minute small-group discussion
- Mastery rule:
- across 3 consecutive observed discussions
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 15-minute small-group discussion about a classroom text or topic, the student will make a contribution that builds on a peer's comment (e.g., agreeing and adding a reason, asking a follow-up question, or offering a different idea about the same point) independently at least 3 times per 15-minute small-group discussion, across 3 consecutive observed discussions, as measured by frequency recording collected 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 15-minute small-group discussion.
- 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.