Conflict Resolution IEP goals for kindergarten to grade 2
13 of the conflict resolution templates in the library are written for kindergarten to grade 2. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
13 templates · 1 skill · K–2 · 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 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.
Apologize after hurting or upsetting a peer
Apologizing after causing harm or an accident
By the annual IEP review date, when they have accidentally or intentionally hurt, bumped, or upset a peer, or damaged a peer's work or item, the student will apologize to the peer by naming what happened and offering to make it right (such as "Sorry I knocked it over. Want help rebuilding it?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, combining observed events, staff reports, and role-play probes.
Say my turn or get an adult when a peer takes their item
Early conflict: responding when a peer takes an item
By the annual IEP review date, when a peer takes an item they are using during centers or free play, the student will say, sign, or select "my turn" or "stop" to the peer, or go to an adult for help, instead of hitting, grabbing, or screaming independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during centers and free play.
Leave the area and tell an adult when a peer becomes aggressive
Leaving and reporting when a peer becomes aggressive
By the annual IEP review date, when a peer hits, pushes, grabs, or threatens them during unstructured times, the student will move away from the peer and tell the nearest adult what happened independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by direct observation collected weekly, combining staff incident reports and role-play probes.
Respond to an accidental bump without retaliating
Responding to an accidental bump or collision
By the annual IEP review date, when a peer accidentally bumps into them in line, the hallway, or during a game, the student will respond with one planned response (say "excuse me" or "it's okay," move aside, or keep walking) without pushing, hitting, or yelling independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by direct observation collected weekly, combining transition observations and staff reports.
Rejoin the group and take a task after a disagreement
Rejoining a group after a disagreement
By the annual IEP review date, after a disagreement during partner or group work, once they have taken a short break if they needed one, the student will return to the group, say a repair phrase (such as "Okay, I'm back" or "Let's keep going"), and pick up a task independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during group work.
In kindergarten through grade 2, conflict resolution goals target foundational skills and are measured with short probes, word lists, or direct observation that fit a young student's attention span. Criteria usually use small item sets and frequent checks.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
Frequently asked questions
How are conflict resolution goals measured in the early grades?
With brief, repeatable measures: a one-minute probe, a 10-item set, or a few observed opportunities per day. The goal's mastery rule states how many measurements must meet the criterion.
Should early-grade goals be tied to grade-level standards?
Goals come from the student's present levels and should enable progress in the general curriculum, but the criterion is set from baseline data, not copied from a standard. The standard can inform what skill to target.
How many goals should a K-2 student have?
One per area of need identified in the evaluation. Young students often have goals across several areas (communication, early literacy, self-regulation), so keeping each goal to one measure keeps data collection realistic.
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