Hold a repair meeting with a project group
When to use this goal
For students whose group projects stall or fall apart after a disagreement over roles, work quality, or credit. Present levels, not grade, decide fit. Works with or without a teacher facilitating.
- Baseline
- After the next group disagreement, observe what the student does and mark the checklist; if none occurs, run a practice meeting from a scenario. Ask teachers how recent group projects ended for the student.
- Tips
- Real group conflicts are infrequent, so practice meetings fill the gaps. Teachers can build a repair step into every project so the student is not singled out.
- Limits
- Depends partly on peers' willingness; score the student's steps only. A conflict involving bullying or unequal power needs adult action first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-cr-025.
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Goal
By the annual IEP review date, after a disagreement in a group project, with the group given 10 minutes of class time to meet, the student will hold a short repair meeting with their project group by naming the problem, hearing each member's view, and agreeing on next steps, performing at least 6 of 7 steps independently, across 3 consecutive group projects or practice meetings, as measured by a task-analysis checklist collected at each group project, plus monthly practice.
Baseline: 2 of 7 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 2 of 7 steps independently.
- Annual goal478 characters
- By the annual IEP review date, after a disagreement in a group project, with the group given 10 minutes of class time to meet, the student will hold a short repair meeting with their project group by naming the problem, hearing each member's view, and agreeing on next steps, performing at least 6 of 7 steps independently, across 3 consecutive group projects or practice meetings, as measured by a task-analysis checklist collected at each group project, plus monthly practice.
- Timeframe
- By the annual IEP review date
- Condition
- After a disagreement in a group project, with the group given 10 minutes of class time to meet
- Behavior
- The student will hold a short repair meeting with their project group by naming the problem, hearing each member's view, and agreeing on next steps
- Criteria
- Performing at least 6 of 7 steps independently, across 3 consecutive group projects or practice meetings
- Evaluation method
- A task-analysis checklist
- Schedule
- At each group project, plus monthly practice
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 6 of 7 steps independently
- Mastery rule:
- across 3 consecutive group projects or practice meetings
- Collection schedule:
- at each group project, plus monthly practice
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after a disagreement in a group project, with the group given 10 minutes of class time to meet, the student will hold a short repair meeting with their project group by naming the problem, hearing each member's view, and agreeing on next steps, performing at least 6 of 7 steps independently, across 3 consecutive group projects or practice meetings, as measured by a task-analysis checklist collected at each group project, plus monthly practice.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Asks the group for a few minutes to sort out the problem | ||||||||
| 2. States the problem without blaming a person | ||||||||
| 3. Lets each member give their view without interrupting | ||||||||
| 4. Names their own part in the problem, if any | ||||||||
| 5. Suggests or agrees to a change in roles, tasks, or deadlines | ||||||||
| 6. Writes down who will do what by when | ||||||||
| 7. Checks back with the group at the next work session | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.