Use a conflict picture card to show what went wrong
When to use this goal
For students with limited speech or significant support needs who show conflict by crying, pushing, or leaving, so adults have to guess what happened. Present levels and communication mode, not grade, decide fit.
- Baseline
- Over two weeks, note each conflict and how the student showed what happened. Run photo scenario practice and record their selections.
- Tips
- Build the card with the SLP using the student's own vocabulary. Act on the fix when possible so the student sees the card works.
- Limits
- Adults can read selections differently, so agree on scoring in advance. A card cannot capture complex conflicts.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-cr-039.
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Goal
By the annual IEP review date, after a conflict with a peer, once the student is calm, with their conflict picture card or device page available, the student will point to or select pictures that show what happened (such as took, pushed, said mean words) and a fix they want (such as give back, say sorry, move away) independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected after each conflict, plus twice-weekly practice.
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. 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
- 1 of 5 opportunities.
- Annual goal498 characters
- By the annual IEP review date, after a conflict with a peer, once the student is calm, with their conflict picture card or device page available, the student will point to or select pictures that show what happened (such as took, pushed, said mean words) and a fix they want (such as give back, say sorry, move away) independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected after each conflict, plus twice-weekly practice.
- Timeframe
- By the annual IEP review date
- Condition
- After a conflict with a peer, once the student is calm, with their conflict picture card or device page available
- Behavior
- The student will point to or select pictures that show what happened (such as took, pushed, said mean words) and a fix they want (such as give back, say sorry, move away) independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- After each conflict, plus twice-weekly practice
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:
- after each conflict, plus twice-weekly practice
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after a conflict with a peer, once the student is calm, with their conflict picture card or device page available, the student will point to or select pictures that show what happened (such as took, pushed, said mean words) and a fix they want (such as give back, say sorry, move away) independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected after each conflict, plus twice-weekly practice.
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.