Ask for a cool-down during a conflict and return to resolve it
When to use this goal
For students who escalate when they try to resolve a conflict while still upset, or who leave a conflict and never come back to it. Base the choice on incident data and the student's regulation plan. Both halves matter: the pause and the return.
- Baseline
- Review incidents for the pattern: did the student escalate, leave without returning, or pause and come back? Observe or role-play 3 escalating disagreements and record whether a pause was requested and whether a return followed. Agree with the student on what their cool-down looks like and where it happens.
- Tips
- An opportunity begins at the first sign of escalation defined in the student's plan. Score correct when the student requests or accepts a cool-down before escalation behaviors occur and returns within 10 minutes to continue resolving the problem (with a peer or an adult). Leaving without returning is scored as not demonstrated but is still safer than escalating; note it. The return conversation can use any conflict steps the student knows.
- Limits
- Escalation signs must be defined for observers to agree. Natural opportunities are sparse and intense; role-plays supply practice. Requires an adult available to support the return; without that, the second half often fails for reasons outside the student's control.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-cr-012.
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Goal
By the annual IEP review date, when a disagreement with a peer begins to escalate (raised voices, repeated accusations), the student will ask for a cool-down (such as "I need a minute," a break card) and return within 10 minutes to resolve the problem with the peer or with an adult's help independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, combining observed conflicts, staff reports, and role-play probes.
Baseline: 0 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
- 0 of 5 opportunities.
- Annual goal484 characters
- By the annual IEP review date, when a disagreement with a peer begins to escalate (raised voices, repeated accusations), the student will ask for a cool-down (such as "I need a minute," a break card) and return within 10 minutes to resolve the problem with the peer or with an adult's help independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, combining observed conflicts, staff reports, and role-play probes.
- Timeframe
- By the annual IEP review date
- Condition
- When a disagreement with a peer begins to escalate (raised voices, repeated accusations)
- Behavior
- The student will ask for a cool-down (such as "I need a minute," a break card) and return within 10 minutes to resolve the problem with the peer or with an adult's help independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Weekly, combining observed conflicts, 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 conflicts, staff reports, and role-play probes
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a disagreement with a peer begins to escalate (raised voices, repeated accusations), the student will ask for a cool-down (such as "I need a minute," a break card) and return within 10 minutes to resolve the problem with the peer or with an adult's help independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, combining observed conflicts, 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.