Resolve a disagreement with a teacher in a private talk
When to use this goal
For older students whose disagreements with teachers turn into class arguments, walkouts, or long avoidance. Present levels, not grade, decide fit.
- Baseline
- Ask the student about recent disagreements with teachers and how they ended. Run a role-play and mark each step.
- Tips
- Prepare teachers to make time for the talk. A resolved outcome is not required; the steps are scored. The power difference matters, so teachers should listen and respond, not just correct.
- Limits
- Teachers vary in how they respond, so coach staff. Not for situations of mistreatment, which the student should report to another adult.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-cr-037.
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Goal
By the annual IEP review date, after a disagreement with a teacher over a rule, a grade, or how they were spoken to, the student will ask for a private talk with the teacher and use the steps of their conversation plan to resolve the disagreement, performing at least 6 of 7 steps independently, across 3 consecutive real or role-played conversations, as measured by a task-analysis checklist collected monthly in role-play and after real conversations.
Baseline: 1 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
- 1 of 7 steps independently.
- Annual goal453 characters
- By the annual IEP review date, after a disagreement with a teacher over a rule, a grade, or how they were spoken to, the student will ask for a private talk with the teacher and use the steps of their conversation plan to resolve the disagreement, performing at least 6 of 7 steps independently, across 3 consecutive real or role-played conversations, as measured by a task-analysis checklist collected monthly in role-play and after real conversations.
- Timeframe
- By the annual IEP review date
- Condition
- After a disagreement with a teacher over a rule, a grade, or how they were spoken to
- Behavior
- The student will ask for a private talk with the teacher and use the steps of their conversation plan to resolve the disagreement
- Criteria
- Performing at least 6 of 7 steps independently, across 3 consecutive real or role-played conversations
- Evaluation method
- A task-analysis checklist
- Schedule
- Monthly in role-play and after real conversations
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 real or role-played conversations
- Collection schedule:
- monthly in role-play and after real conversations
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after a disagreement with a teacher over a rule, a grade, or how they were spoken to, the student will ask for a private talk with the teacher and use the steps of their conversation plan to resolve the disagreement, performing at least 6 of 7 steps independently, across 3 consecutive real or role-played conversations, as measured by a task-analysis checklist collected monthly in role-play and after real conversations.
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. Waits until they are calm and asks the teacher for a private time to talk | ||||||||
| 2. States the problem from their view without insults | ||||||||
| 3. Lets the teacher give their view | ||||||||
| 4. Restates the teacher's main point | ||||||||
| 5. Proposes a solution or asks what would work | ||||||||
| 6. Agrees on a next step | ||||||||
| 7. Thanks the teacher or closes the conversation | ||||||||
| 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.