Step back to a safe distance when upset with a peer
When to use this goal
For students who move into a peer's space, chest-bump, or grab when angry. Teaches a physical safety response (step back two arm's lengths) before anything else. Base the choice on observed conflicts and role-plays. Resolving the conflict is in conflict-resolution.
- Baseline
- Review incident reports for physical conflicts and observe 3 to 5 conflicts or role-plays: stepped back within 5 seconds, stepped back after a cue, or moved closer. Practice the step-back when calm until the student can do it on the cue every time before measuring in real conflicts.
- Tips
- Teach the step-back as a physical habit with lots of calm practice; the goal is distance, not de-escalation talk. Adults should give the cue early, at the first raised voice. Stepping back and then yelling has met this goal; the yelling belongs to another goal. Pair with replacement-behavior bh-rep-019 (reporting) and bh-rep-020 if aggression is tracked.
- Limits
- Real conflicts are rarely seen from the start, so observed opportunities are few; the role-play adds data but is not the same. Does not fit a student who is being physically attacked and needs to get away or get help; the plan should say so.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-008.
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Goal
By the annual IEP review date, when a conflict with a peer begins (raised voices, an insult, a shove) during unstructured time, the student will step back to at least two arm's lengths from the peer within 5 seconds and keep hands down independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed conflict plus 1 weekly role-play, summarized every 2 weeks.
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. Direct observation 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 Safety 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 - Safety Behaviors
- Baseline
- 1 of 5 opportunities.
- Annual goal445 characters
- By the annual IEP review date, when a conflict with a peer begins (raised voices, an insult, a shove) during unstructured time, the student will step back to at least two arm's lengths from the peer within 5 seconds and keep hands down independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed conflict plus 1 weekly role-play, summarized every 2 weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When a conflict with a peer begins (raised voices, an insult, a shove) during unstructured time
- Behavior
- The student will step back to at least two arm's lengths from the peer within 5 seconds and keep hands down independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries
- Evaluation method
- Direct observation
- Schedule
- Each observed conflict plus 1 weekly role-play, summarized every 2 weeks
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 2-week data summaries
- Collection schedule:
- each observed conflict plus 1 weekly role-play, summarized every 2 weeks
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a conflict with a peer begins (raised voices, an insult, a shove) during unstructured time, the student will step back to at least two arm's lengths from the peer within 5 seconds and keep hands down independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed conflict plus 1 weekly role-play, summarized every 2 weeks.
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.