Help fix what they knocked over or broke
When to use this goal
For young children who run off, laugh, or freeze after knocking over a peer's tower or spilling on their work. Present levels and communication mode, not age, decide fit.
- Baseline
- Note accidents for a week and what the child did next. Ask the family what making up after an accident looks like at home.
- Tips
- The repair action is the core; a word or sign is a bonus, in any form. Keep it about fixing, never about shaming.
- Limits
- Accidents are unpredictable, so planned routines help. Not for deliberate destruction, which needs a different plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-cr-028.
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Goal
By the annual IEP review date, when they knock over, spill on, or break a peer's building, drawing, or materials during play or centers, the student will help fix the peer's work by rebuilding, picking up, or getting a new one, with a repair word or sign (such as "sorry" or "I help") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during center and play times.
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 goal440 characters
- By the annual IEP review date, when they knock over, spill on, or break a peer's building, drawing, or materials during play or centers, the student will help fix the peer's work by rebuilding, picking up, or getting a new one, with a repair word or sign (such as "sorry" or "I help") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during center and play times.
- Timeframe
- By the annual IEP review date
- Condition
- When they knock over, spill on, or break a peer's building, drawing, or materials during play or centers
- Behavior
- The student will help fix the peer's work by rebuilding, picking up, or getting a new one, with a repair word or sign (such as "sorry" or "I help") independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Daily during center and play times
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 center and play times
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when they knock over, spill on, or break a peer's building, drawing, or materials during play or centers, the student will help fix the peer's work by rebuilding, picking up, or getting a new one, with a repair word or sign (such as "sorry" or "I help") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during center and play times.
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.