Collaborate in an online breakout room
When to use this goal
For secondary students in online or hybrid classes who leave breakout rooms, go silent, or switch to other tabs once the teacher is out of the room. Fit depends on teacher drop-in data and the group task, not grade.
- Baseline
- Use the shared document's edit history and two or three teacher drop-ins to estimate how long the student worked before stopping. Record breakout length; the target cannot exceed it. Note the role the student had.
- Tips
- A role gives the student something concrete to do; rotate roles weekly. Keep groups small (two or three). The shared document is both the work and the data; it needs no extra recording.
- Limits
- Edit history shows typing, not talking, so pair it with drop-ins. Duration does not measure the quality of the student's contribution; use a group-work rubric (see bh-cls-023) for that.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-038.
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Goal
By the annual IEP review date, during an online breakout room with an assigned group task and a posted time limit, the student will work with the breakout group by talking, typing, or editing the shared document independently for at least 12 minutes, across 4 consecutive breakout sessions, as measured by duration recording collected each breakout session, from the shared document history and teacher drop-ins.
Baseline: 4 minutes.
- 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. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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 Classroom Expectations & Routines.
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 - Classroom Expectations & Routines
- Baseline
- 4 minutes.
- Annual goal412 characters
- By the annual IEP review date, during an online breakout room with an assigned group task and a posted time limit, the student will work with the breakout group by talking, typing, or editing the shared document independently for at least 12 minutes, across 4 consecutive breakout sessions, as measured by duration recording collected each breakout session, from the shared document history and teacher drop-ins.
- Timeframe
- By the annual IEP review date
- Condition
- During an online breakout room with an assigned group task and a posted time limit
- Behavior
- The student will work with the breakout group by talking, typing, or editing the shared document independently
- Criteria
- For at least 12 minutes, across 4 consecutive breakout sessions
- Evaluation method
- Duration recording
- Schedule
- Each breakout session, from the shared document history and teacher drop-ins
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- for at least 12 minutes
- Mastery rule:
- across 4 consecutive breakout sessions
- Collection schedule:
- each breakout session, from the shared document history and teacher drop-ins
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during an online breakout room with an assigned group task and a posted time limit, the student will work with the breakout group by talking, typing, or editing the shared document independently for at least 12 minutes, across 4 consecutive breakout sessions, as measured by duration recording collected each breakout session, from the shared document history and teacher drop-ins.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at least the target (12 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.