Reply when a peer says stop
When to use this goal
For young students who keep going, grab back, or yell when a peer says stop or claims an item, so play stops for everyone. Present levels and communication mode, not grade, decide fit.
- Baseline
- For two weeks, record each time a peer says stop or claims an item, what the student did, and whether an adult had to step in. Note which activities and peers are involved most.
- Tips
- Disagreeing is allowed: "I had it first, let's ask" counts when the student pauses and uses words, sign, or a device. Teach peers the same short phrases so both sides use them. Score as met when the student replies and takes one of the three next steps.
- Limits
- The goal counts the student's reply, not who was right. It does not fit moments where a peer is being unsafe; teach the student to move away and get an adult (see se-cr-010). Busy centers make counting hard, so pick one or two activities to observe.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-cr-044.
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Goal
By the annual IEP review date, when a peer tells the student to stop or says the student has something of theirs, during play or centers, the student will pause and give a short reply (such as "Okay," "Oops, here," or "I had it first, let's ask"), then give the item back, offer a fix, or ask an adult to help decide independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during play and centers, summarized weekly.
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 goal486 characters
- By the annual IEP review date, when a peer tells the student to stop or says the student has something of theirs, during play or centers, the student will pause and give a short reply (such as "Okay," "Oops, here," or "I had it first, let's ask"), then give the item back, offer a fix, or ask an adult to help decide independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during play and centers, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When a peer tells the student to stop or says the student has something of theirs, during play or centers
- Behavior
- The student will pause and give a short reply (such as "Okay," "Oops, here," or "I had it first, let's ask"), then give the item back, offer a fix, or ask an adult to help decide independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Daily during play and centers, summarized 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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- daily during play and centers, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a peer tells the student to stop or says the student has something of theirs, during play or centers, the student will pause and give a short reply (such as "Okay," "Oops, here," or "I had it first, let's ask"), then give the item back, offer a fix, or ask an adult to help decide independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during play and centers, summarized 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 | # + (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.