Walk through a talk-it-out mat with a peer
When to use this goal
For young students in classrooms that use a peace path, talk-it-out mat, or problem-solving corner. Present levels and communication mode, not grade, decide fit.
- Baseline
- Mark each step during two practice sessions and any real conflicts in a week. Note which steps the student skips and where they need the adult.
- Tips
- Both children choose to use the mat; never send them right after an upset. Accept words, signs, pictures, or devices at every step.
- Limits
- Depends on the classroom routine, so adapt the steps to the school's version. The peer's cooperation affects completion; score the student's steps.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-cr-029.
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Goal
By the annual IEP review date, after a small conflict with a classmate, when both students agree to use the talk-it-out mat, the student will move through the steps of the talk-it-out mat with a peer, from naming the problem to agreeing on a fix, performing at least 6 of 7 steps independently, across 3 consecutive uses, as measured by a task-analysis checklist collected each time the mat is used, plus weekly 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 goal421 characters
- By the annual IEP review date, after a small conflict with a classmate, when both students agree to use the talk-it-out mat, the student will move through the steps of the talk-it-out mat with a peer, from naming the problem to agreeing on a fix, performing at least 6 of 7 steps independently, across 3 consecutive uses, as measured by a task-analysis checklist collected each time the mat is used, plus weekly practice.
- Timeframe
- By the annual IEP review date
- Condition
- After a small conflict with a classmate, when both students agree to use the talk-it-out mat
- Behavior
- The student will move through the steps of the talk-it-out mat with a peer, from naming the problem to agreeing on a fix
- Criteria
- Performing at least 6 of 7 steps independently, across 3 consecutive uses
- Evaluation method
- A task-analysis checklist
- Schedule
- Each time the mat is used, plus weekly 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 uses
- Collection schedule:
- each time the mat is used, plus weekly practice
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after a small conflict with a classmate, when both students agree to use the talk-it-out mat, the student will move through the steps of the talk-it-out mat with a peer, from naming the problem to agreeing on a fix, performing at least 6 of 7 steps independently, across 3 consecutive uses, as measured by a task-analysis checklist collected each time the mat is used, plus weekly 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. Goes to the mat with the peer | ||||||||
| 2. Names or shows their feeling using the feelings row | ||||||||
| 3. Tells what happened from their side | ||||||||
| 4. Lets the peer tell their side without interrupting | ||||||||
| 5. Picks a fix from the picture choices (share, take turns, play something else, ask an adult) | ||||||||
| 6. Agrees to the fix with the peer | ||||||||
| 7. Closes in a way both choose (such as a thumbs up or saying "we're good") | ||||||||
| 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.