Peer Interaction IEP goals for high school (grades 9 to 12)
27 of the peer interaction templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
27 templates · 1 skill · 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Peer Interaction Social-Emotional & Communication
Contribute ideas during cooperative group work
Contributing to cooperative group work
By the annual IEP review date, during a 20-minute small-group academic task in general education, the student will contribute an idea, answer, or comment about the task to peers (spoken, written on a shared document, or using a communication device) independently at least 3 times per 20-minute group work session, across 3 consecutive observed sessions, as measured by frequency recording collected weekly.
Participate in a shared activity with a peer
Sustaining shared play or leisure
By the annual IEP review date, during a play or leisure activity based on the student's interests with one or more peers, the student will participate in the shared activity with a peer (such as building together, playing a game, trading turns on a video game, looking at a book together) independently for at least 8 minutes, across 3 consecutive observed sessions, as measured by duration recording collected twice weekly.
Give a peer a compliment or encouragement
Giving compliments and encouragement
By the annual IEP review date, during a 20-minute group game, team activity, or cooperative task with peers, the student will give a peer a specific compliment or encouragement about something the peer did (such as "Nice shot," "Good idea to use the ruler") independently at least 2 times per 20-minute group activity, across 3 consecutive observed activities, as measured by frequency recording collected twice weekly.
Introduce themselves to a new peer
Introducing oneself to a new peer
By the annual IEP review date, when placed in a new group, class, or club with peers they do not know, the student will introduce themselves by stating their name and asking the peer's name or one getting-to-know-you question independently in at least 3 of 4 opportunities, across 2 consecutive monthly probe sets, as measured by opportunity-by-opportunity data collected monthly through planned mixers plus natural new-peer events.
Take a role in a group task and complete the agreed part
Taking a role in a group task
By the annual IEP review date, during a group project or lab with assigned or chosen roles, the student will carry out their group member routine with no adult reminder during the task, performing at least 4 of 5 steps independently, across 3 consecutive group tasks, as measured by a task-analysis checklist collected weekly during group work.
Make a plan with a peer to do something together
Making plans with a peer
By the annual IEP review date, during a social time with a familiar peer they have talked with before, the student will propose a specific plan to a peer (what, when, where) and confirm the peer's answer independently in at least 3 of 4 opportunities, across 2 consecutive months, as measured by direct observation collected monthly, counting observed and reported plans.
High school peer interaction goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 7 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 3 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 16 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 1 goal here
Frequently asked questions
How do peer interaction goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
IEP Atlas Pro
Turn these goals into progress reports
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.