Write a specific comment on a peer's draft
When to use this goal
For students who, during peer review, write only good job or nothing, or who comment on spelling when the task asks about ideas and organization. Present levels should show the student can read the peer draft; the goal measures the written comment.
- Baseline
- Collect feedback forms from five recent peer review opportunities. A comment counts when it names a specific place in the draft and says something about organization, word choice, or ideas; general praise, blank forms, and spelling corrections do not count. Note whether sentence starters were available.
- Tips
- Teach a short feedback routine (point to the place, say what you noticed, say why it matters). Model with an anonymous draft first. This goal also supports the student's own revising, since noticing in others' writing transfers. Keep peer pairs stable enough that the student is comfortable.
- Limits
- Peer review sessions are irregular in many classrooms, so opportunities may be few; the mastery rule should be read as sessions, not weeks. The goal does not measure whether the peer uses the feedback. Social difficulty can affect willingness to comment, which is a separate need.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-018.
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Goal
By the annual IEP review date, during a peer review session, given a classmate's draft and a feedback form, the student will write at least one specific comment about the draft's organization, word choice, or ideas that names what to keep or change and where independently in at least 4 of 5 opportunities, across 3 consecutive peer review sessions with 5 or more opportunities, as measured by opportunity-by-opportunity data collected every two weeks.
Baseline: 1 of 5 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. Opportunity (trial) recording 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 Written Expression.
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
- Writing - Written Expression
- Baseline
- 1 of 5 opportunities.
- Annual goal452 characters
- By the annual IEP review date, during a peer review session, given a classmate's draft and a feedback form, the student will write at least one specific comment about the draft's organization, word choice, or ideas that names what to keep or change and where independently in at least 4 of 5 opportunities, across 3 consecutive peer review sessions with 5 or more opportunities, as measured by opportunity-by-opportunity data collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During a peer review session, given a classmate's draft and a feedback form
- Behavior
- The student will write at least one specific comment about the draft's organization, word choice, or ideas that names what to keep or change and where independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive peer review sessions with 5 or more opportunities
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Every two weeks
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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive peer review sessions with 5 or more opportunities
- Collection schedule:
- every two weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a peer review session, given a classmate's draft and a feedback form, the student will write at least one specific comment about the draft's organization, word choice, or ideas that names what to keep or change and where independently in at least 4 of 5 opportunities, across 3 consecutive peer review sessions with 5 or more opportunities, as measured by opportunity-by-opportunity data collected every two weeks.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.