Use game tools or an adult when online play turns mean
When to use this goal
For students who play online or networked games and get into heated arguments, or quit in anger, when another player cheats, trash-talks, or kicks them out. Present levels, not grade, decide fit.
- Baseline
- Watch two supervised sessions or run five scenario probes. Record each conflict and the student's response. Ask the student and family what happens during gaming at home.
- Tips
- Treat games as a real social space; for many students they are where friendships happen. Score correct when the student uses any listed response before sending an angry message.
- Limits
- Home gaming is outside school control, and family logs are optional. Some games have no mute or report tool; leaving the match or telling an adult replaces it.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-cr-023.
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Goal
By the annual IEP review date, during supervised game time in a school club or session using a multiplayer game, the student will independently respond to the game conflict by muting or blocking the player, leaving the match, using the report tool, or telling an adult instead of sending angry messages in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by direct observation collected weekly during game club or practice sessions.
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 goal457 characters
- By the annual IEP review date, during supervised game time in a school club or session using a multiplayer game, the student will independently respond to the game conflict by muting or blocking the player, leaving the match, using the report tool, or telling an adult instead of sending angry messages in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by direct observation collected weekly during game club or practice sessions.
- Timeframe
- By the annual IEP review date
- Condition
- During supervised game time in a school club or session using a multiplayer game
- Behavior
- The student will independently respond to the game conflict by muting or blocking the player, leaving the match, using the report tool, or telling an adult instead of sending angry messages
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive sessions
- Evaluation method
- Direct observation
- Schedule
- Weekly during game club or practice sessions
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 sessions
- Collection schedule:
- weekly during game club or practice sessions
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during supervised game time in a school club or session using a multiplayer game, the student will independently respond to the game conflict by muting or blocking the player, leaving the match, using the report tool, or telling an adult instead of sending angry messages in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by direct observation collected weekly during game club or practice sessions.
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.