Start a conversation with a peer about a shared interest
When to use this goal
For students who want to talk with peers but wait for others to start, or who open with a topic the peer has no connection to. Base the choice on the student's own goals and observation. For initiating play or activities at recess, see se-peer-001.
- Baseline
- Observe two or three 15-minute social periods and count conversation starts by the student; note what the student talked about and whether the peer responded. Ask the student who they would like to talk to and about what; use that to plan.
- Tips
- Count a start when the student directs a comment or question to a peer that relates to that peer or the shared situation and is not a response to the peer. Any mode counts. Score the message only; do not score eye contact, facial expression, posture, or tone of voice. A peer not responding is not the student's error. Do not set a target that pushes a student to talk more than they want; two starts per period is plenty for many students.
- Limits
- Counts depend on who is present and whether the peers share the student's interests. Observers can miss quiet starts; a peer buddy or the student's own tally can help. The goal does not measure keeping the conversation going (se-com-004).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-009.
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Goal
By the annual IEP review date, during a 15-minute lunch, free time, or club period with peers who share an interest, the student will start a conversation with a peer by making a comment or asking a question about something the peer is doing, holding, or known to like independently at least 2 times per 15-minute social period, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
Baseline: 0 times per 15-minute social 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 Pragmatic Language.
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 - Pragmatic Language
- Baseline
- 0 times per 15-minute social period.
- Annual goal423 characters
- By the annual IEP review date, during a 15-minute lunch, free time, or club period with peers who share an interest, the student will start a conversation with a peer by making a comment or asking a question about something the peer is doing, holding, or known to like independently at least 2 times per 15-minute social period, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 15-minute lunch, free time, or club period with peers who share an interest
- Behavior
- The student will start a conversation with a peer by making a comment or asking a question about something the peer is doing, holding, or known to like independently
- Criteria
- At least 2 times per 15-minute social period, across 3 consecutive weekly observations
- Evaluation method
- Frequency recording
- Schedule
- 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 15-minute social period
- Mastery rule:
- across 3 consecutive weekly observations
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 15-minute lunch, free time, or club period with peers who share an interest, the student will start a conversation with a peer by making a comment or asking a question about something the peer is doing, holding, or known to like independently at least 2 times per 15-minute social period, across 3 consecutive weekly observations, 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 social 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.