Apologize after hurting or upsetting a peer
When to use this goal
For students who, after bumping, breaking, or upsetting a peer, walk away, laugh, or argue that it was not their fault. Base the choice on incident patterns. An apology can be spoken, signed, written, or a device message; a forced apology is not the aim, so the goal focuses on a clear statement plus an offer to fix.
- Baseline
- Review incident notes and observe for a week, recording each time the student caused harm or an accident and what followed: an apology with an offer, "sorry" only, blaming, laughing, or leaving. Run 3 role-plays to see whether the student has the words when calm.
- Tips
- An opportunity is an event in which the student caused harm, verified by an adult. Score correct when the student names what happened and offers to make it right within 2 minutes (or at the facilitated conversation, if that condition is used), in any mode. Tone and facial expression are not scored. An apology after the student has calmed down counts; do not demand one mid-escalation.
- Limits
- Opportunities are irregular and emotionally charged; role-plays provide steadier data. The goal measures the student's statement, not whether the peer accepted it. Accidents caused by motor difficulties are not misbehavior and should still get a kind response from adults.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-cr-007.
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Goal
By the annual IEP review date, when they have accidentally or intentionally hurt, bumped, or upset a peer, or damaged a peer's work or item, the student will apologize to the peer by naming what happened and offering to make it right (such as "Sorry I knocked it over. Want help rebuilding it?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, combining observed events, staff reports, and role-play probes.
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. Direct observation 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 Conflict Resolution.
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
- Social-Emotional & Communication - Conflict Resolution
- Baseline
- 1 of 5 opportunities.
- Annual goal487 characters
- By the annual IEP review date, when they have accidentally or intentionally hurt, bumped, or upset a peer, or damaged a peer's work or item, the student will apologize to the peer by naming what happened and offering to make it right (such as "Sorry I knocked it over. Want help rebuilding it?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, combining observed events, staff reports, and role-play probes.
- Timeframe
- By the annual IEP review date
- Condition
- When they have accidentally or intentionally hurt, bumped, or upset a peer, or damaged a peer's work or item
- Behavior
- The student will apologize to the peer by naming what happened and offering to make it right (such as "Sorry I knocked it over. Want help rebuilding it?") independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Weekly, combining observed events, staff reports, and role-play probes
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 weeks
- Collection schedule:
- weekly, combining observed events, staff reports, and role-play probes
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when they have accidentally or intentionally hurt, bumped, or upset a peer, or damaged a peer's work or item, the student will apologize to the peer by naming what happened and offering to make it right (such as "Sorry I knocked it over. Want help rebuilding it?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, combining observed events, staff reports, and role-play probes.
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.