Name their own part in a conflict during a debrief
When to use this goal
For students who describe every conflict as entirely the other person's fault, which blocks repair. Present levels, not grade, decide fit. Use only after the student is calm.
- Baseline
- Score the next two or three debriefs with the rubric. Note whether the student can describe the sequence at all before expecting them to name their own part.
- Tips
- Naming their part is not taking all the blame; both people are on the sheet. Use the student's preferred mode (talking, drawing, typing).
- Limits
- Some conflicts truly were not the student's doing (such as bullying); give full credit for "nothing I did" when it is accurate. Overlaps with se-er-016; use one or the other for the same student.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-cr-034.
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Goal
By the annual IEP review date, during a calm debrief with an adult after a real conflict, the student will describe what happened, name one thing they did that added to the problem, name one thing the other person did, and say what they could do next time independently, earning a score of at least 6 out of 8 on a 4-row conflict debrief rubric scored 0 to 2 per row, on 3 of 4 consecutive debriefs, as measured by a defined scoring rubric collected after each conflict, reviewed every two weeks.
Baseline: 2 out of 8 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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 out of 8 rubric points.
- Annual goal496 characters
- By the annual IEP review date, during a calm debrief with an adult after a real conflict, the student will describe what happened, name one thing they did that added to the problem, name one thing the other person did, and say what they could do next time independently, earning a score of at least 6 out of 8 on a 4-row conflict debrief rubric scored 0 to 2 per row, on 3 of 4 consecutive debriefs, as measured by a defined scoring rubric collected after each conflict, reviewed every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During a calm debrief with an adult after a real conflict
- Behavior
- The student will describe what happened, name one thing they did that added to the problem, name one thing the other person did, and say what they could do next time independently
- Criteria
- Earning a score of at least 6 out of 8 on a 4-row conflict debrief rubric scored 0 to 2 per row, on 3 of 4 consecutive debriefs
- Evaluation method
- A defined scoring rubric
- Schedule
- After each conflict, reviewed every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 6 out of 8 on a 4-row conflict debrief rubric scored 0 to 2 per row
- Mastery rule:
- on 3 of 4 consecutive debriefs
- Collection schedule:
- after each conflict, reviewed every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during a calm debrief with an adult after a real conflict, the student will describe what happened, name one thing they did that added to the problem, name one thing the other person did, and say what they could do next time independently, earning a score of at least 6 out of 8 on a 4-row conflict debrief rubric scored 0 to 2 per row, on 3 of 4 consecutive debriefs, as measured by a defined scoring rubric collected after each conflict, reviewed every two weeks.
| Date | Task / sample | Describes what happened in order | Names one action of their own that added to the problem | Names one action of the other person without insults | Names a different action for next time | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row conflict debrief rubric scored 0 to 2 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.