Ask to move away from a bothersome peer
When to use this goal
For students who hit, yell at, or leave the room when a seatmate bothers them, and whose FBA shows escape from that peer. Fit depends on the FBA and seating patterns, not grade. A move must be available when asked.
- Baseline
- Record five episodes with a nearby peer: did the student ask, react toward the peer, or leave? Note which peers and where; seating changes alone may remove some episodes.
- Tips
- Always grant the move; the adult can deal with the peer separately. Thank the student for asking. If one peer is the cause again and again, change the seating plan. Pair with bh-rep-019 (telling an adult about a peer problem) for older students.
- Limits
- The request does not solve the peer issue; bullying must be handled under the school's policy. Frequent moves may need a set seat away from triggers instead.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-039.
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Goal
By the annual IEP review date, during class when a nearby peer talks to, touches, or teases the student, the student will ask an adult to move seats using the taught words ("can I move seats, please?" or the move card) independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected each peer conflict episode, summarized weekly.
Baseline: 1 of 5 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Replacement Behaviors.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Behavior & Classroom Expectations - Replacement Behaviors
- Baseline
- 1 of 5 opportunities.
- Annual goal414 characters
- By the annual IEP review date, during class when a nearby peer talks to, touches, or teases the student, the student will ask an adult to move seats using the taught words ("can I move seats, please?" or the move card) independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected each peer conflict episode, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During class when a nearby peer talks to, touches, or teases the student
- Behavior
- The student will ask an adult to move seats using the taught words ("can I move seats, please?" or the move card) independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly data summaries
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Each peer conflict episode, summarized weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. 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 weekly data summaries
- Collection schedule:
- each peer conflict episode, summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during class when a nearby peer talks to, touches, or teases the student, the student will ask an adult to move seats using the taught words ("can I move seats, please?" or the move card) independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected each peer conflict episode, summarized weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (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. Sheets print blank; no student data is stored.