Tell a peer how they want the problem fixed
When to use this goal
For students who complain, cry, or hit back when a peer does something they don't like but never say what they want instead. Present levels, not grade, decide fit.
- Baseline
- Observe recess and centers for a week. Record each small conflict and what the student said or did, and whether they told the peer what they wanted.
- Tips
- Any clear statement of what they want counts, in any language or mode. If the peer does not respond, teach the next step: get an adult.
- Limits
- Peers' responses vary; score the student's statement only. In safety situations, getting an adult comes first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-cr-030.
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Goal
By the annual IEP review date, when a peer takes their spot, uses their materials without asking, or breaks a game rule during class or recess, the student will tell the peer what they want them to do (such as "Please give it back," "Ask me first," or "Let's go back to the rule") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected three times weekly during recess and center time.
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 goal450 characters
- By the annual IEP review date, when a peer takes their spot, uses their materials without asking, or breaks a game rule during class or recess, the student will tell the peer what they want them to do (such as "Please give it back," "Ask me first," or "Let's go back to the rule") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected three times weekly during recess and center time.
- Timeframe
- By the annual IEP review date
- Condition
- When a peer takes their spot, uses their materials without asking, or breaks a game rule during class or recess
- Behavior
- The student will tell the peer what they want them to do (such as "Please give it back," "Ask me first," or "Let's go back to the rule") independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Three times weekly during recess and center time
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:
- three times weekly during recess and center time
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a peer takes their spot, uses their materials without asking, or breaks a game rule during class or recess, the student will tell the peer what they want them to do (such as "Please give it back," "Ask me first," or "Let's go back to the rule") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected three times weekly during recess and center time.
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.