Return to class after a break-pass visit
When to use this goal
For middle school students who leave class when anxious or overwhelmed and then spend the rest of the period (or day) in the office, the nurse's room, or at home. Base the choice on records of class exits and early dismissals. The break pass is a planned support, not a privilege to lose.
- Baseline
- Log each class exit for two to three weeks: class, time out, where the student went, and whether they returned that period. Ask the student what happens in the class before they leave. Before writing the goal, find out why school is being missed (anxiety, a hard class, peer problems, health, sleep, caregiving, transport) with the student and family, and build the support plan around that reason.
- Tips
- Score each break as met when the student returned to class within the planned time plus a few minutes. Never limit the pass as a consequence. If breaks cluster in one class, look at that class.
- Limits
- Does not measure how often breaks are used; frequent breaks are a signal to adjust the plan, not a failure. Real illness always goes to the nurse.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-att-010.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when they use their break pass during class, the student will use the break space for the planned time, use a coping strategy, and return to class independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by frequency recording collected at each break-pass use, reviewed 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. Frequency (event) 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 School Attendance & Punctuality.
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 - School Attendance & Punctuality
- Baseline
- 1 of 5 opportunities.
- Annual goal339 characters
- By the annual IEP review date, when they use their break pass during class, the student will use the break space for the planned time, use a coping strategy, and return to class independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by frequency recording collected at each break-pass use, reviewed weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When they use their break pass during class
- Behavior
- The student will use the break space for the planned time, use a coping strategy, and return to class independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Frequency recording
- Schedule
- At each break-pass use, reviewed 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 weeks
- Collection schedule:
- at each break-pass use, reviewed weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, when they use their break pass during class, the student will use the break space for the planned time, use a coping strategy, and return to class independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by frequency recording collected at each break-pass use, reviewed 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.