Request a break in PE, music, or art with the specialist
When to use this goal
For students who use a break request with their classroom teacher but escalate in specials, where the room is louder, the adult is different, and the card is left behind. Base the choice on specialist reports. Fits after bh-rep-001 is reliable in the classroom.
- Baseline
- Ask each specialist to log 5 precursor episodes: break requested, problem behavior, or left the room. Note which class is hardest and whether the break card made it into the room at all. A card that stays in the classroom cannot be used.
- Tips
- Give every specialist a one-page plan: the precursors, the card, the break spot in their room, and a 30-second data sheet. Make carrying the card into specials a step of the transition. Pair with bh-rep-010 so the student returns to the activity, and with bh-dir-021 if following the specialist's directions is also a need.
- Limits
- Specialists see the student once or twice a week, so data accumulate slowly. Noise-driven precursors in PE and music may call for accommodations (headphones, a quieter spot) rather than more break requests.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-027.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during PE, music, or art when a defined precursor appears (covering ears, refusing to join, leaving the activity area), the student will request a break from the specialist using the card or taught phrase before leaving the activity area or engaging in the defined problem behavior independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by opportunity-by-opportunity data collected each specials period, logged by the specialist, summarized every 2 weeks.
Baseline: 0 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. Opportunity (trial) 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 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
- 0 of 5 opportunities.
- Annual goal535 characters
- By the annual IEP review date, during PE, music, or art when a defined precursor appears (covering ears, refusing to join, leaving the activity area), the student will request a break from the specialist using the card or taught phrase before leaving the activity area or engaging in the defined problem behavior independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by opportunity-by-opportunity data collected each specials period, logged by the specialist, summarized every 2 weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During PE, music, or art when a defined precursor appears (covering ears, refusing to join, leaving the activity area)
- Behavior
- The student will request a break from the specialist using the card or taught phrase before leaving the activity area or engaging in the defined problem behavior independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Each specials period, logged by the specialist, 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 specials period, logged by the specialist, summarized every 2 weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during PE, music, or art when a defined precursor appears (covering ears, refusing to join, leaving the activity area), the student will request a break from the specialist using the card or taught phrase before leaving the activity area or engaging in the defined problem behavior independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by opportunity-by-opportunity data collected each specials period, logged by the specialist, 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.