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Conflict Resolution IEP goals

Conflict resolution goals teach students what to do when they and a peer want different things. The strongest goals use a named, taught sequence of steps and count whether the student uses it when a real disagreement happens, not only in role-play. Adults and peers share responsibility for resolving conflicts, so plans should address the setting as well as the student.

6 templates · Not yet educator-reviewed · How we write and review goals

Sample conflict resolution goals

Numbers are illustrative. Set targets from the student's own baseline data.

  • Unreviewed draft3-5, 6-8Opportunities

    Use a named problem-solving sequence when a disagreement occurs

    Using a problem-solving sequence during disagreements

    By the annual IEP review date, when a disagreement with a peer occurs during unstructured times, the student will use the steps of their taught problem-solving sequence (stop, say the problem, suggest a solution, agree or get an adult) independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, supplemented by staff incident notes.

    Customize this goalOpportunity tracker
  • Unreviewed draft3-5, 6-8Opportunities

    State the problem using an I-message

    Stating the problem with an I-message

    By the annual IEP review date, when a peer does something the student objects to (e.g., takes their materials, cuts in line, interrupts), the student will state the problem using an I-message that names the situation and what they want (e.g., "I don't like it when you take my pencil. Please ask first.") independently in at least 4 of 5 opportunities, across 3 consecutive weekly data collection sessions, as measured by opportunity-by-opportunity data collected weekly through role-play probes and observed conflicts.

    Customize this goalOpportunity tracker
  • Unreviewed draft3-5, 6-8Rubric score

    Analyze a conflict scenario and choose a workable solution

    Social problem solving: generating and evaluating solutions

    By the annual IEP review date, given a written, video, or comic-strip scenario of a common peer conflict, the student will describe the conflict, list possible solutions, and choose a solution with a reason independently, earning a score of at least 6 out of 8 on a 4-row social problem-solving rubric scored 0–2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.

    Customize this goalRubric tracker
  • Unreviewed draft3-5, 6-8Task-analysis steps

    Participate in an adult-facilitated restorative conversation

    Participating in a restorative conversation

    By the annual IEP review date, during an adult-facilitated restorative conversation after a conflict with a peer, the student will participate in the restorative conversation with the peer with only the facilitator's opening question, performing at least 5 of 6 steps independently, across 3 consecutive conversations, as measured by a task-analysis checklist collected after each restorative conversation and during monthly practice sessions.

    Customize this goalTask-analysis checklist
  • Unreviewed draft3-5, 6-8Opportunities

    Use a planned response when teased or provoked

    Responding to teasing or provocation

    By the annual IEP review date, when a peer makes an unkind remark or gesture toward them during unstructured times, the student will use one of their planned responses (e.g., say "stop," walk away, ignore and keep doing their activity, or tell an adult) independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by direct observation collected weekly, supplemented by staff incident reports.

    Customize this goalOpportunity tracker
  • Unreviewed draftK-2, 3-5Opportunities

    Use a fair-decision strategy when peers want the same thing

    Using fair-decision strategies

    By the annual IEP review date, when they and a peer both want the same item, turn, or role during play or centers, the student will suggest or agree to a fair-decision strategy (e.g., take turns, set a timer, rock-paper-scissors, share, or choose something else) independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly during play, centers, and games.

    Customize this goalOpportunity tracker

Social-Emotional & Communication · Conflict Resolution

Customize a goal

Student reference

Use a generic label rather than a student's name. Review goals within your school's approved IEP system.

Current baseline

Sample numbers are illustrative. Set the baseline and target from the student's own assessment data and team judgment.

Condition

Setting, materials, or situation, such as a passage level or a work period.

Observable behavior

Something an adult can see, count, or time. Avoid “understand,” “improve,” or “know.”

Level of support

Say exactly what support counts, such as “with one verbal prompt.” Leave “independently” if none.

Criterion

Number of opportunities in which the behavior is demonstrated, out of a fixed number.

Measurement method

An adult observes and records the defined behavior during a specified activity.

Mastery rule
Timeframe and monitoring

You can type a date, such as “By May 15, 2027”.

Match the schedule to the skill. Fluency often uses weekly probes. Writing rubrics may be scored every few weeks.

Live goal preview

By the annual IEP review date, when a disagreement with a peer occurs during unstructured times, the student will use the steps of their taught problem-solving sequence (stop, say the problem, suggest a solution, agree or get an adult) independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, supplemented by staff incident notes.

Baseline: 1 of 5 opportunities.

  • Condition
  • Observable behavior
  • Criterion
  • Measurement method
Add objectivesMatching data sheet

Measurability check10 of 10 met

All structural checks are met.

  • Met: Observable behavior. The behavior is stated as an action.

  • Met: Condition. The goal states when or under what conditions the behavior occurs.

  • Met: Unit fits the behavior. Opportunities is a reasonable way to quantify this behavior.

  • Met: Explicit criterion. The success criterion is stated with a number and unit.

  • Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.

  • Met: Method produces the metric. Direct observation can produce opportunities data.

  • Met: Review timeframe. The goal includes a timeframe.

  • Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.

  • Met: Aligned with area of need. The wording still relates to Conflict Resolution.

  • Met: Level of support. The level of support is defined.

What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.

Short-term objectives (optional)

When are objectives required?

Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.

Build objectives by

Matching data sheet

Opportunity tracker. Your goal counts opportunities, so the sheet has 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:
weekly, supplemented by staff incident notes
Method:
Direct observation
Data collector:
 

Goal: By the annual IEP review date, when a disagreement with a peer occurs during unstructured times, the student will use the steps of their taught problem-solving sequence (stop, say the problem, suggest a solution, agree or get an adult) independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, supplemented by staff incident notes.

Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred

Opportunity tracker
DateActivity / context12345# + (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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.

Prefer more room? Open this template in the full builder.

skill_page

What conflict resolution involves

  • Stopping and stating the problem without blame
  • Using I-messages to say what they want
  • Thinking of more than one solution and choosing a fair one
  • Using quick fair-decision strategies such as taking turns or setting a timer
  • Responding to teasing in a planned way and reporting it
  • Taking part in restorative or mediated conversations

Baseline and measurement considerations

  • Define what counts as a disagreement so observers agree on when an opportunity begins.
  • Start with role-play probes and move to real situations; record which condition each data point came from.
  • Use a simple staff report form for recess and lunch, where most conflicts happen and adults may not see the start.
  • Use a rubric for reasoning about scenarios and opportunities for using steps in real situations.
  • Record whether the peer cooperated; the goal measures the student's steps, not the outcome alone.

Progress-monitoring methods used in these templates

  • Direct observation: An adult observes and records the defined behavior during a specified activity.
  • Opportunity (trial) recording: Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.
  • Rubric scoring: Work or performance is scored against written criteria with defined score levels.
  • Task-analysis checklist: A routine is broken into ordered steps; each step is recorded as independent, supported, or not completed.

Matching data sheets

Each template links to a blank sheet built for its measure. You can also download these sheets on their own:

  • Opportunity tracker: Records each opportunity as independent, prompted, or not demonstrated.
  • Rubric tracker: Scores each rubric criterion and totals the score for each sample.
  • Task-analysis checklist: Marks each step of a routine as independent, with support, or not completed across sessions.

Common mistakes when writing conflict resolution goals

  • Writing "will resolve conflicts appropriately" without naming the steps.
  • Measuring only role-play performance and assuming it will generalize.
  • Treating every disagreement as the student's problem to solve alone.
  • Using a conflict goal to address bullying, which requires school action rather than a student goal.
  • Scoring tone of voice or facial expression instead of what the student says and does.

Frequently asked questions

Should I use the school's existing problem-solving steps?

Yes, if the school has a common set of steps. Shared language means recess and lunch staff can cue the same steps, which helps the skill generalize.

How do I get enough data when conflicts are unpredictable?

Combine observed conflicts, staff reports, and planned role-plays with new scenarios. Label each data point by source and keep role-play data separate from real-situation data when deciding mastery.

Is "walk away" a good conflict goal?

It can be one option among several on a planned-response list, especially for teasing. Reporting to an adult should always count, and adults must follow up on reports.

Do these goals need short-term objectives or benchmarks?

Federal regulations require short-term objectives or benchmarks only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Many states and districts require them more broadly, so check local policy. The builder can generate objectives from a template's progression steps or from intermediate targets.

References

IEP Atlas is a drafting aid. Every goal is a starting point that needs to be individualized from assessment data and reviewed by the IEP team. It does not determine compliance or appropriateness for any student.