Respond to an angry peer by staying neutral or getting an adult
When to use this goal
For students who match a peer's anger with their own, mock the peer, or freeze. Base the choice on incident data and the student's regulation plan. Neutral responses are short; getting an adult always counts.
- Baseline
- Review incidents where peers were angry at the student and code the response: neutral response or got an adult, argued back, mocked, or froze. Run 3 role-plays with new scenarios. Ask the student what they say to themselves when someone is angry at them.
- Tips
- An opportunity is a peer directing anger at the student (observed or reported). Score correct when the student's response is a neutral statement, a step back, or getting an adult, within 10 seconds, without insults, mocking, or raised voice. Silence plus distance counts. Role-play anger should be mild; the aim is practicing the response, not stress.
- Limits
- Most events are unobserved; staff reports and the student's account will differ. Staying neutral is not always possible or safe; the student should always be allowed to leave. The peer's anger is a separate problem for the school to address.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-cr-020.
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Goal
By the annual IEP review date, when a peer directs anger at them (raised voice, accusations) during class, lunch, or unstructured time, the student will independently respond with one neutral statement (such as "I hear you," "Let's talk when you're ready") and either stay at a distance or get an adult, without matching the anger in at least 4 of 5 opportunities, across 4 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 goal508 characters
- By the annual IEP review date, when a peer directs anger at them (raised voice, accusations) during class, lunch, or unstructured time, the student will independently respond with one neutral statement (such as "I hear you," "Let's talk when you're ready") and either stay at a distance or get an adult, without matching the anger in at least 4 of 5 opportunities, across 4 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 a peer directs anger at them (raised voice, accusations) during class, lunch, or unstructured time
- Behavior
- The student will independently respond with one neutral statement (such as "I hear you," "Let's talk when you're ready") and either stay at a distance or get an adult, without matching the anger
- Criteria
- In at least 4 of 5 opportunities, across 4 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 4 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 a peer directs anger at them (raised voice, accusations) during class, lunch, or unstructured time, the student will independently respond with one neutral statement (such as "I hear you," "Let's talk when you're ready") and either stay at a distance or get an adult, without matching the anger in at least 4 of 5 opportunities, across 4 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.