Give a peer specific feedback on their work
When to use this goal
For students who stay silent during peer review or give only blunt or general feedback ("It's bad", "Good") and want to help classmates. Base the choice on observation of peer review or group work.
- Baseline
- Tally specific comments in three peer review sessions and note general ones separately. Ask the teacher when peer review happens.
- Tips
- Count each comment that names something specific in the work. Written comments count. Direct feedback is welcome; the target is specificity, not softening.
- Limits
- Depends on how often peer review happens. Does not measure the accuracy of the feedback.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-046.
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Goal
By the annual IEP review date, during a 20-minute peer review or writing conference in class, the student will give a peer one specific comment on their work that names a strength or a suggestion (such as "Your opening question grabbed me" or "Maybe add an example here") independently at least 2 times per 20-minute peer review or group work session, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
Baseline: 0 times per 20-minute peer review or group work session.
- 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 20-minute peer review or group work session.
- Annual goal446 characters
- By the annual IEP review date, during a 20-minute peer review or writing conference in class, the student will give a peer one specific comment on their work that names a strength or a suggestion (such as "Your opening question grabbed me" or "Maybe add an example here") independently at least 2 times per 20-minute peer review or group work session, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute peer review or writing conference in class
- Behavior
- The student will give a peer one specific comment on their work that names a strength or a suggestion (such as "Your opening question grabbed me" or "Maybe add an example here") independently
- Criteria
- At least 2 times per 20-minute peer review or group work session, 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 20-minute peer review or group work session
- 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 20-minute peer review or writing conference in class, the student will give a peer one specific comment on their work that names a strength or a suggestion (such as "Your opening question grabbed me" or "Maybe add an example here") independently at least 2 times per 20-minute peer review or group work session, 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 20-minute peer review or group work session.
- 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.