Use a fair-decision strategy when peers want the same thing
Live goal preview
By the annual IEP review date, when they and a peer both want the same item, turn, or role during play or centers, the student will suggest or agree to a fair-decision strategy (e.g., take turns, set a timer, rock-paper-scissors, share, or choose something else) independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly during play, centers, and games.
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. Opportunity (trial) recording 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 younger students or those with early conflict skills, when disputes are usually about turns, materials, or game rules. Present levels and observation, not grade, decide fit. Teach strategies with visuals and practice them during calm times first.
- Baseline considerations
- Observe play and centers to record disputes over items, turns, or rules and what the student does (grabs, cries, gives up, tells an adult, suggests a strategy). Planned practice with one shared material can supply extra opportunities.
- Usage notes
- Score correct when the student suggests a strategy or agrees to one a peer suggests, and then follows it until the turn or decision is complete. Choosing a different activity counts as a valid strategy. Strategies should be on a shared visual so peers use the same language.
- Known limitations
- Peers' willingness affects success; teach strategies to the whole group if possible. Real disputes vary in intensity, so record context along with each opportunity.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
se-cr-006.
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 3 consecutive data collection days
- Collection schedule:
- twice weekly during play, centers, and games
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when they and a peer both want the same item, turn, or role during play or centers, the student will suggest or agree to a fair-decision strategy (e.g., take turns, set a timer, rock-paper-scissors, share, or choose something else) independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly during play, centers, and games.
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.