Conflict Resolution IEP goals for grades 3 to 5
27 of the conflict resolution templates in the library are written for grades 3 to 5. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
27 templates · 1 skill · 3–5 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Conflict Resolution Social-Emotional & Communication
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.
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 (such as 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 (such as "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.
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.
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.
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 To choose for the student: their planned responses (such as 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.
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 (such as 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.
Grades 3 to 5 conflict resolution goals build on foundational skills and begin to use longer tasks, multi-step work, and independence as the target. Measurement shifts toward curriculum-based probes, work samples, and rubrics the student can see.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 21 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 4 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 2 goals here
Frequently asked questions
What changes in conflict resolution goals between the early and upper elementary grades?
Tasks get longer and more independent, and the support level in the goal moves from prompts toward checklists and self-monitoring. The measure often changes too, from direct observation to work samples and probes.
Can an upper elementary goal include self-monitoring?
Yes. Students at this age can check their own work or rate their own behavior, and the goal can measure both the skill and the accuracy of the self-rating.
How do I set a criterion for a grade 3 to 5 student working below grade level?
Use the student's baseline on the measure and expected growth for that measure, not the grade-level benchmark. The goal should be ambitious for the student, as Endrew F. requires, and reachable within the year.
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.