Restate the peer's point of view during a disagreement
When to use this goal
For students who repeat their own position louder each time and cannot say what the other person wants. Base the choice on observation or role-play data. The restatement needs only the gist, in any mode.
- Baseline
- During 3 role-played or facilitated disagreements, record whether the student can say what the peer wants when asked, and whether they ever do so spontaneously. Note whether the student can restate a position when the topic is neutral; if not, start with listening practice.
- Tips
- An opportunity is a disagreement in which the peer has stated a want. Score correct when the student restates the gist before giving their own response. Accuracy is judged by the peer ("Yes, that's it") or the facilitator. Do not score agreement; restating is not giving in. Teach the whole group the frame so it sounds natural.
- Limits
- In heated real disagreements, restating is hard for anyone; most data will come from structured practice and facilitated conversations. Students who process language slowly need time; allow it. Does not measure whether the student then proposes a solution.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-cr-015.
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Goal
By the annual IEP review date, during a disagreement with a peer, after the peer has stated what they want, the student will restate what the peer wants in their own words before responding (such as "You want to be the goalie this time") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly through structured practice plus facilitated conversations.
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 goal424 characters
- By the annual IEP review date, during a disagreement with a peer, after the peer has stated what they want, the student will restate what the peer wants in their own words before responding (such as "You want to be the goalie this time") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly through structured practice plus facilitated conversations.
- Timeframe
- By the annual IEP review date
- Condition
- During a disagreement with a peer, after the peer has stated what they want
- Behavior
- The student will restate what the peer wants in their own words before responding (such as "You want to be the goalie this time") independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Weekly through structured practice plus facilitated conversations
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 through structured practice plus facilitated conversations
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a disagreement with a peer, after the peer has stated what they want, the student will restate what the peer wants in their own words before responding (such as "You want to be the goalie this time") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly through structured practice plus facilitated conversations.
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.