Use a planned response when teased or provoked
Live goal preview
By the annual IEP review date, when a peer makes an unkind remark or gesture toward them during unstructured times, the student will use one of their planned responses (e.g., say "stop," walk away, ignore and keep doing their activity, or tell an adult) independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by direct observation collected weekly, supplemented by staff incident reports.
Baseline: 1 of 5 opportunities.
- 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. Opportunities 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. Direct observation can produce opportunities 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 Conflict Resolution.
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 respond to teasing or provocation in ways that escalate the situation or lead to discipline. Present levels, incident data, and the student's account of what happens, not grade, decide fit. Always address the teasing itself too; this goal is not a substitute for addressing bullying.
- Baseline considerations
- Use incident data, staff reports, and a student interview to identify when and where provocation happens and how the student currently responds. Make a short list of planned responses with the student so the choices are ones they are willing to use.
- Usage notes
- An opportunity is an observed or reported unkind remark, gesture, or provocation directed at the student. Score correct when the student uses a response from their list rather than physical contact, threats, or insults. Reporting to an adult must always count as a success, and adults must act on reports.
- Known limitations
- Many incidents are not observed by adults; staff and student reports may disagree. The goal measures the student's response, not the peer's behavior; peer behavior and school climate must be addressed separately.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
se-cr-005.
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
Opportunity tracker. Your goal counts opportunities, so the sheet has one box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 4 consecutive weeks
- Collection schedule:
- weekly, supplemented by staff incident reports
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a peer makes an unkind remark or gesture toward them during unstructured times, the student will use one of their planned responses (e.g., say "stop," walk away, ignore and keep doing their activity, or tell an adult) independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by direct observation collected weekly, supplemented by staff incident reports.
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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.