Reduce leaving the room without permission while using the pass
When to use this goal
A reduction goal for students whose plan defines leaving the classroom or assigned area without permission and who are learning a break or pass request. Base the choice on present levels (incidents per week from the plan's log). Pair with bh-rep-001 or bh-rep-003. Leaving that creates a safety risk belongs to safety-behavior.
- Baseline
- Pull 4 to 6 weeks of logged exits and check that staff used the same definition (does walking to the door count? the hallway?). Record the antecedent and time for each exit. Confirm the pass system is actually available in every class before starting the goal.
- Tips
- Only valid with a replacement goal (bh-rep-001 or bh-rep-003) in place; pass use should rise as unauthorized exits fall, and the two data sets belong on the same graph. Define the boundary line (the doorway, the pod area) once and keep it. Count each exit once regardless of length; add bh-rep-010 if the time away is the concern.
- Limits
- Weekly counts hide which class or time is the problem; keep the per-incident log. Does not fit a student whose exits are a safety risk (leaving the building, running toward traffic); use the safety-behavior skill for that and an emergency plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-022.
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Goal
By the annual IEP review date, across the school day with the break or pass request taught and honored, the student will reduce leaving the classroom or assigned area without permission (as defined in the behavior plan) to no more than 1 time per school week, with the pass request honored every time it is used, across 4 consecutive weekly data summaries, as measured by frequency recording collected every occurrence logged by staff, summarized weekly.
Baseline: 5 times per school week.
- 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. Frequency 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 frequency 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
- 5 times per school week.
- Annual goal454 characters
- By the annual IEP review date, across the school day with the break or pass request taught and honored, the student will reduce leaving the classroom or assigned area without permission (as defined in the behavior plan) to no more than 1 time per school week, with the pass request honored every time it is used, across 4 consecutive weekly data summaries, as measured by frequency recording collected every occurrence logged by staff, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Across the school day with the break or pass request taught and honored
- Behavior
- The student will reduce leaving the classroom or assigned area without permission (as defined in the behavior plan), with the pass request honored every time it is used
- Criteria
- No more than 1 time per school week, across 4 consecutive weekly data summaries
- Evaluation method
- Frequency recording
- Schedule
- Every occurrence logged by staff, summarized weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- no more than 1 time per school week
- Mastery rule:
- across 4 consecutive weekly data summaries
- Collection schedule:
- every occurrence logged by staff, summarized weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, across the school day with the break or pass request taught and honored, the student will reduce leaving the classroom or assigned area without permission (as defined in the behavior plan) to no more than 1 time per school week, with the pass request honored every time it is used, across 4 consecutive weekly data summaries, as measured by frequency recording collected every occurrence logged by staff, summarized weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per school week.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.