Ask for space with a short taught phrase
When to use this goal
For older students who become aggressive or bolt when adults or peers move closer or keep talking during the early stages of escalation, and whose FBA shows escape from social contact at those moments. Fit depends on the FBA and the crisis plan, not grade.
- Baseline
- From incident reports and the FBA, list five recent early escalations and what happened when people moved closer. Agree on what "space" means (a distance, a spot) and practice the phrase while the student is calm.
- Tips
- Staff must step back when the student asks; that is what makes the phrase work. Write the response into the crisis plan so every adult does the same. Check in briefly once the student is calm. Pair with a reduction goal (bh-rep-020 or bh-rep-031) if the plan counts aggression.
- Limits
- Space is not always safe to give (a student near a stairwell, a fight in progress); the crisis plan decides. The phrase does not replace teaching calming strategies, which belong in the social-emotional area.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-047.
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Goal
By the annual IEP review date, when the student shows an early escalation sign named in the plan and an adult or peer approaches, the student will say or show the taught space phrase ("I need space" or the space card) and step back or stay where they are independently in at least 4 of 5 opportunities, across 4 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected each early escalation episode, summarized weekly.
Baseline: 0 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
- 0 of 5 opportunities.
- Annual goal453 characters
- By the annual IEP review date, when the student shows an early escalation sign named in the plan and an adult or peer approaches, the student will say or show the taught space phrase ("I need space" or the space card) and step back or stay where they are independently in at least 4 of 5 opportunities, across 4 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected each early escalation episode, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When the student shows an early escalation sign named in the plan and an adult or peer approaches
- Behavior
- The student will say or show the taught space phrase ("I need space" or the space card) and step back or stay where they are independently
- Criteria
- In at least 4 of 5 opportunities, across 4 consecutive weekly data summaries
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Each early escalation 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 4 consecutive weekly data summaries
- Collection schedule:
- each early escalation episode, summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when the student shows an early escalation sign named in the plan and an adult or peer approaches, the student will say or show the taught space phrase ("I need space" or the space card) and step back or stay where they are independently in at least 4 of 5 opportunities, across 4 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected each early escalation 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.