Ask for a break at recess before a conflict escalates
When to use this goal
For students whose escalations happen at recess or other unstructured times, where there is no desk, no card on the table, and the adult is far away. Fits after a break request is reliable in class (bh-rep-001). Base the choice on recess incidents.
- Baseline
- Review recess incident reports for a month and observe 3 to 5 recesses, recording each early sign and whether the student requested a break, escalated, or walked away without a request. Confirm the recess monitors know the student, the early signs, and the break spot before collecting data.
- Tips
- The break spot must be visible from where the monitor stands and must not look like a punishment bench. Keep the card on the body (wristband, lanyard) since there is no desk. Monitors honor every request. Pair with bh-rep-019 (reporting a peer problem) and bh-rep-010 (returning) so the student rejoins play.
- Limits
- Recess monitors supervise many students and will miss early signs; observed opportunities undercount. Weather and schedule changes remove recess some days, so summarize over 2 weeks.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-026.
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Goal
By the annual IEP review date, during recess when a defined early sign of escalation appears (yelling at a peer, stomping away, fists clenched), the student will walk to the recess monitor and request a break using the taught phrase or wristband card before any defined problem behavior independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed early sign at recess, 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 goal484 characters
- By the annual IEP review date, during recess when a defined early sign of escalation appears (yelling at a peer, stomping away, fists clenched), the student will walk to the recess monitor and request a break using the taught phrase or wristband card before any defined problem behavior independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed early sign at recess, summarized every 2 weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During recess when a defined early sign of escalation appears (yelling at a peer, stomping away, fists clenched)
- Behavior
- The student will walk to the recess monitor and request a break using the taught phrase or wristband card before any defined problem behavior independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries
- Evaluation method
- Direct observation
- Schedule
- Each observed early sign at recess, 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 early sign at recess, summarized every 2 weeks
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during recess when a defined early sign of escalation appears (yelling at a peer, stomping away, fists clenched), the student will walk to the recess monitor and request a break using the taught phrase or wristband card before any defined problem behavior independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed early sign at recess, 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.