Request to step out of class using a pass system
When to use this goal
For secondary students who leave class without permission, shut down, or escalate when overwhelmed, and whose plan includes a cool-down pass or a designated check-in room. Base the choice on the FBA and the school's pass procedure.
- Baseline
- Review office referrals and attendance logs for unauthorized exits and shutdowns over the past 4 to 6 weeks, then interview the student about what the early signs feel like to them. Record 5 or more episodes: pass used, left without the pass, or stayed and escalated.
- Tips
- Every teacher on the schedule needs the same procedure: accept the pass without discussion, note the time, and expect the student at the agreed location. Set a return window (commonly 10 to 15 minutes) and track returns with bh-rep-010. Treat a used pass as the goal working, not as missed instruction to penalize. Pair with the reduction goal bh-rep-022 if the plan also tracks unauthorized exits.
- Limits
- Depends on consistent adult follow-through across many teachers; data gaps usually mean a teacher did not log the exit, not that the student did not need one. Does not measure what the student does during the break; add a regulation goal in the social-emotional area if that is the need.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-003.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during any class period when the student shows a defined early sign of escalation (raised voice, refusing to open materials, head down for more than 2 minutes), the student will show the pass to the teacher and go directly to the agreed location before leaving the room in any other way independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each occurrence, logged by the receiving teacher and 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 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 goal532 characters
- By the annual IEP review date, during any class period when the student shows a defined early sign of escalation (raised voice, refusing to open materials, head down for more than 2 minutes), the student will show the pass to the teacher and go directly to the agreed location before leaving the room in any other way independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each occurrence, logged by the receiving teacher and summarized every 2 weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During any class period when the student shows a defined early sign of escalation (raised voice, refusing to open materials, head down for more than 2 minutes)
- Behavior
- The student will show the pass to the teacher and go directly to the agreed location before leaving the room in any other way independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries
- Evaluation method
- Direct observation
- Schedule
- Each occurrence, logged by the receiving teacher and 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 occurrence, logged by the receiving teacher and summarized every 2 weeks
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during any class period when the student shows a defined early sign of escalation (raised voice, refusing to open materials, head down for more than 2 minutes), the student will show the pass to the teacher and go directly to the agreed location before leaving the room in any other way independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each occurrence, logged by the receiving teacher and 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.