Use a help or break request during tests and timed work
When to use this goal
For secondary students who tear up tests, walk out, or go blank during timed assessments, and who have a break or help request that works in regular class. For students with testing accommodations that allow breaks. Base the choice on test-day reports.
- Baseline
- Review how the last 5 tests went (completed, left incomplete, left the room, test destroyed). Observe 2 or 3 timed assignments and record precursors and responses. Confirm the IEP accommodations include breaks and that proctors are told how the cards work.
- Tips
- Practice on low-stakes timed work first. Breaks during tests follow the accommodation rules (time stops, student stays supervised); write those in the plan so proctors agree. A help request during a test gets clarification of directions, not answers. Pair with study-skills goals for the test-taking strategies themselves.
- Limits
- Tests are infrequent, so mastery is counted in sessions. Standardized test rules may limit what proctors can do; check them before relying on the card in those sessions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-029.
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Goal
By the annual IEP review date, during a classroom test or quiz when a defined precursor appears (pen down for more than 2 minutes, head down, muttering), the student will raise the break or help card to the proctor before leaving the seat, tearing the paper, or stopping work for more than 2 minutes independently in at least 4 of 5 opportunities, across 5 consecutive scored test sessions, as measured by direct observation collected each test or timed assignment, summarized monthly.
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 goal485 characters
- By the annual IEP review date, during a classroom test or quiz when a defined precursor appears (pen down for more than 2 minutes, head down, muttering), the student will raise the break or help card to the proctor before leaving the seat, tearing the paper, or stopping work for more than 2 minutes independently in at least 4 of 5 opportunities, across 5 consecutive scored test sessions, as measured by direct observation collected each test or timed assignment, summarized monthly.
- Timeframe
- By the annual IEP review date
- Condition
- During a classroom test or quiz when a defined precursor appears (pen down for more than 2 minutes, head down, muttering)
- Behavior
- The student will raise the break or help card to the proctor before leaving the seat, tearing the paper, or stopping work for more than 2 minutes independently
- Criteria
- In at least 4 of 5 opportunities, across 5 consecutive scored test sessions
- Evaluation method
- Direct observation
- Schedule
- Each test or timed assignment, summarized monthly
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 5 consecutive scored test sessions
- Collection schedule:
- each test or timed assignment, summarized monthly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a classroom test or quiz when a defined precursor appears (pen down for more than 2 minutes, head down, muttering), the student will raise the break or help card to the proctor before leaving the seat, tearing the paper, or stopping work for more than 2 minutes independently in at least 4 of 5 opportunities, across 5 consecutive scored test sessions, as measured by direct observation collected each test or timed assignment, summarized monthly.
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.