Conflict Resolution IEP goals for middle school (grades 6 to 8)
31 of the conflict resolution templates in the library are written for middle school (grades 6 to 8). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
31 templates · 1 skill · 6–8 · 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.
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.
Middle school conflict resolution goals account for multiple teachers, changing classes, and more independent work. They often pair the skill with a strategy or tool, and the data can be collected across settings by different staff or by the student.
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 23 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 5 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 are conflict resolution goals measured across several middle school classes?
By defining the task and the observation period so any teacher can use the same sheet, or by work samples collected from more than one class. Student self-monitoring with a weekly check is common.
Should middle school goals include study skills?
When assessment shows that organization, planning, or test preparation limits the student's progress, yes. Those goals are measured with task-analysis checklists and percent of assignments completed.
When does transition planning start?
The IEP in effect when the student turns 16 must include postsecondary goals and transition services, and many states start at 14. Middle school goals can build the self-advocacy and independence those plans rely on.
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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.