Conflict Resolution IEP goals for high school (grades 9 to 12)
21 of the conflict resolution templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
21 templates · 1 skill · 9–12 · 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.
Propose a compromise that gives each person part of what they want
Negotiating a compromise
By the annual IEP review date, when they and a peer want different things during group work, a game, or planning an activity, the student will propose a compromise that includes something each person wants (such as "We do your idea first, then mine," "Half the time on each game") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly through structured practice plus observed disagreements.
High school conflict resolution goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
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 14 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 3 goals here
Frequently asked questions
How do conflict resolution goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
IEP Atlas Pro
Turn these goals into progress reports
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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.