Rejoin the group and take a task after a disagreement
When to use this goal
For students who leave the group, put their head down, or work alone after a disagreement and do not come back. Present levels, not grade, decide fit.
- Baseline
- Note each group disagreement over a week and how long it takes the student to return, if they do. Record what the group does when they come back.
- Tips
- Score correct when the student returns within the time the team sets (such as 5 minutes after the break ends). A break first is fine and should be honored.
- Limits
- How peers welcome the student back matters, so teach the group a welcome-back routine too. The goal does not settle the disagreement itself; pair with a problem-solving goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-cr-027.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, after a disagreement during partner or group work, once they have taken a short break if they needed one, the student will return to the group, say a repair phrase (such as "Okay, I'm back" or "Let's keep going"), and pick up a task independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during group work.
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 goal408 characters
- By the annual IEP review date, after a disagreement during partner or group work, once they have taken a short break if they needed one, the student will return to the group, say a repair phrase (such as "Okay, I'm back" or "Let's keep going"), and pick up a task independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during group work.
- Timeframe
- By the annual IEP review date
- Condition
- After a disagreement during partner or group work, once they have taken a short break if they needed one
- Behavior
- The student will return to the group, say a repair phrase (such as "Okay, I'm back" or "Let's keep going"), and pick up a task independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Daily during group work
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:
- daily during group work
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, after a disagreement during partner or group work, once they have taken a short break if they needed one, the student will return to the group, say a repair phrase (such as "Okay, I'm back" or "Let's keep going"), and pick up a task independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during group work.
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.