Keep working until the break timer ends
When to use this goal
For students who request breaks reliably and now need longer work stretches between breaks (the schedule-thinning stage of functional communication training). Fit depends on steady break-request data, not grade. Never start here; the request must be strong first.
- Baseline
- Record how long the student works before requesting a break across five sessions now that requests are steady. Set the first timer just under that time and raise it in small steps.
- Tips
- If problem behavior returns, go back a step. Honor any request that comes with real distress even during the interval. Pair with bh-rep-001 and bh-rep-010 for the full break cycle.
- Limits
- Duration of work does not show work quality. Thinning too fast is the most common reason FCT fails; move slowly.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-061.
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Goal
By the annual IEP review date, during independent work with a visual timer set for the work interval before the next break, the student will keep working on the assigned task between breaks independently for at least 12 minutes, on 4 of 5 consecutive observed days, as measured by duration recording collected daily during the target work period.
Baseline: 3 minutes.
- 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. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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
- 3 minutes.
- Annual goal346 characters
- By the annual IEP review date, during independent work with a visual timer set for the work interval before the next break, the student will keep working on the assigned task between breaks independently for at least 12 minutes, on 4 of 5 consecutive observed days, as measured by duration recording collected daily during the target work period.
- Timeframe
- By the annual IEP review date
- Condition
- During independent work with a visual timer set for the work interval before the next break
- Behavior
- The student will keep working on the assigned task between breaks independently
- Criteria
- For at least 12 minutes, on 4 of 5 consecutive observed days
- Evaluation method
- Duration recording
- Schedule
- Daily during the target work period
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- for at least 12 minutes
- Mastery rule:
- on 4 of 5 consecutive observed days
- Collection schedule:
- daily during the target work period
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during independent work with a visual timer set for the work interval before the next break, the student will keep working on the assigned task between breaks independently for at least 12 minutes, on 4 of 5 consecutive observed days, as measured by duration recording collected daily during the target work period.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at least the target (12 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.