Refuse a peer's request to do something unsafe or against the rules
When to use this goal
For secondary students who go along with peers to avoid conflict, even when the request is unsafe or against the rules. Base the choice on discipline data and the student's own account. Refusal can be spoken, written, or on a device; leaving the situation always counts.
- Baseline
- Interview the student and review incidents for situations where they went along with peers. Run 3 to 5 role-plays with realistic scenarios for the student's setting and record whether the refusal was clear, whether an alternative or exit followed, and what happened when the peer persisted.
- Tips
- An opportunity is a role-play scenario or a real event reported by the student or staff. Score correct when the refusal is clear, is followed by an alternative or an exit, and is repeated or the student leaves if the peer persists. Role-plays should use scenarios the student might actually face. Reports of real refusals from the student should be taken seriously and praised.
- Limits
- Real events are rarely observed, so most data come from role-play, which overestimates real-world use. Social cost of refusing is real; the plan should include building other friendships. This goal does not address situations involving threats or coercion, which need adult intervention.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-cr-018.
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Goal
By the annual IEP review date, when a peer asks or pressures them to do something unsafe, against school rules, or that they do not want to do, the student will refuse clearly (such as "No, I'm not doing that"), suggest something else or leave, and repeat the refusal if the peer persists independently in at least 4 of 5 opportunities, across 3 consecutive monthly probe sets, as measured by direct observation collected monthly role-play probes plus any reported real events.
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 goal477 characters
- By the annual IEP review date, when a peer asks or pressures them to do something unsafe, against school rules, or that they do not want to do, the student will refuse clearly (such as "No, I'm not doing that"), suggest something else or leave, and repeat the refusal if the peer persists independently in at least 4 of 5 opportunities, across 3 consecutive monthly probe sets, as measured by direct observation collected monthly role-play probes plus any reported real events.
- Timeframe
- By the annual IEP review date
- Condition
- When a peer asks or pressures them to do something unsafe, against school rules, or that they do not want to do
- Behavior
- The student will refuse clearly (such as "No, I'm not doing that"), suggest something else or leave, and repeat the refusal if the peer persists independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive monthly probe sets
- Evaluation method
- Direct observation
- Schedule
- Monthly role-play probes plus any reported real events
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 monthly probe sets
- Collection schedule:
- monthly role-play probes plus any reported real events
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a peer asks or pressures them to do something unsafe, against school rules, or that they do not want to do, the student will refuse clearly (such as "No, I'm not doing that"), suggest something else or leave, and repeat the refusal if the peer persists independently in at least 4 of 5 opportunities, across 3 consecutive monthly probe sets, as measured by direct observation collected monthly role-play probes plus any reported real events.
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.