Leave the area and tell an adult when a peer becomes aggressive
When to use this goal
For students who stay and fight back, or freeze, when a peer hits, grabs, or threatens them. Base the choice on incident data and the student's account. This goal protects the student; it never implies the student caused the aggression.
- Baseline
- Review incident reports for the student's responses when peers were aggressive: fought back, froze, left, told an adult. Run 3 role-plays with new scenarios. Make sure the student knows which adults to go to in each setting (recess, bus, hallway).
- Tips
- An opportunity is an observed or reported act of peer aggression toward the student. Score correct when the student moves away and tells an adult within 1 minute, without hitting back or continuing the argument. Any response that involves an adult counts. Adults must act on every report; the goal fails if telling leads nowhere. Role-plays should be calm and brief, never physical.
- Limits
- Most events happen out of adult sight; staff reports and the student's own account supply the data and may conflict. The goal cannot cover every situation (for example, when leaving is blocked) and must sit inside the school's safety procedures. Peer aggression needs its own response from the school.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-cr-010.
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Goal
By the annual IEP review date, when a peer hits, pushes, grabs, or threatens them during unstructured times, the student will move away from the peer and tell the nearest adult what happened independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by direct observation collected weekly, combining staff incident 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 goal373 characters
- By the annual IEP review date, when a peer hits, pushes, grabs, or threatens them during unstructured times, the student will move away from the peer and tell the nearest adult what happened independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by direct observation collected weekly, combining staff incident reports and role-play probes.
- Timeframe
- By the annual IEP review date
- Condition
- When a peer hits, pushes, grabs, or threatens them during unstructured times
- Behavior
- The student will move away from the peer and tell the nearest adult what happened independently
- Criteria
- In at least 4 of 5 opportunities, across 4 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Weekly, combining staff incident 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 4 consecutive weeks
- Collection schedule:
- weekly, combining staff incident reports and role-play probes
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a peer hits, pushes, grabs, or threatens them during unstructured times, the student will move away from the peer and tell the nearest adult what happened independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by direct observation collected weekly, combining staff incident 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.