Sort conflicts into handle-it-myself or get an adult
When to use this goal
For students who report every small conflict to an adult or, the other way, handle unsafe situations alone. Present levels, not grade, decide fit.
- Baseline
- Present 10 mixed scenario cards and record the student's choice and next step for each. Include a few clearly unsafe situations (someone hurt, a threat) to check that the student always chooses an adult.
- Tips
- Score a trial correct when the sort is reasonable and the next step fits. Unsafe scenarios must always be sorted to an adult; review any miss with the student. Use the school's own words (such as reporting versus tattling) if it has them.
- Limits
- Card sorting shows judgment, not real use; check it against real recess events. The goal never asks a student to handle an unsafe situation alone.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-cr-031.
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Goal
By the annual IEP review date, given 10 scenario cards showing peer conflicts of different sizes and safety levels, the student will tell whether the conflict is one they can handle themselves or one that needs an adult, and name the next step they would take independently in at least 9 of 10 trials, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 5 of 10 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. Opportunity (trial) recording 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
- 5 of 10 opportunities.
- Annual goal398 characters
- By the annual IEP review date, given 10 scenario cards showing peer conflicts of different sizes and safety levels, the student will tell whether the conflict is one they can handle themselves or one that needs an adult, and name the next step they would take independently in at least 9 of 10 trials, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 scenario cards showing peer conflicts of different sizes and safety levels
- Behavior
- The student will tell whether the conflict is one they can handle themselves or one that needs an adult, and name the next step they would take independently
- Criteria
- In at least 9 of 10 trials, on 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
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 9 of 10 trials
- Mastery rule:
- on 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 scenario cards showing peer conflicts of different sizes and safety levels, the student will tell whether the conflict is one they can handle themselves or one that needs an adult, and name the next step they would take independently in at least 9 of 10 trials, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.