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Work for a set interval before a scheduled break

Unreviewed draftK-2, 3-5, 6-8Duration
Student reference

Use a generic label rather than a student's name. Review goals within your school's approved IEP system.

Current baseline

Sample numbers are illustrative. Set the baseline and target from the student's own assessment data and team judgment.

Condition

Setting, materials, or situation, such as a passage level or a work period.

Observable behavior

Something an adult can see, count, or time. Avoid “understand,” “improve,” or “know.”

Level of support

Say exactly what support counts, such as “with one verbal prompt.” Leave “independently” if none.

Criterion

How long a behavior lasts, from a defined start to a defined end.

Measurement method

The length of time a behavior lasts is timed from a defined start to a defined end.

Mastery rule
Timeframe and monitoring

You can type a date, such as “By May 15, 2027”.

Match the schedule to the skill. Fluency often uses weekly probes. Writing rubrics may be scored every few weeks.

Live goal preview

By the annual IEP review date, during independent work using a scheduled work-break routine, the student will work at the assigned task before taking a scheduled break using a self-set timer for at least 10 minutes, in 4 of 5 consecutive work sessions, as measured by duration recording collected three times per week.

Baseline: 3 minutes.

  • Condition
  • Observable behavior
  • Criterion
  • Measurement method
Add objectivesMatching data sheet

Measurability check10 of 10 met

All structural checks are met.

  • Met: Observable behavior. The behavior is stated as an action.

  • Met: Condition. The goal states when or under what conditions the behavior occurs.

  • Met: Unit fits the behavior. Duration is a reasonable way to quantify this behavior.

  • Met: Explicit criterion. The success criterion is stated with a number and unit.

  • Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.

  • Met: Method produces the metric. Duration recording can produce duration data.

  • Met: Review timeframe. The goal includes a timeframe.

  • Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.

  • Met: Aligned with area of need. The wording still relates to Sustained Attention & Task Engagement.

  • Met: Level of support. The level of support is defined.

What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.

About this template
Level guidance
For students whose present levels show they work only in short bursts and currently use frequent breaks. Set the starting interval from observed engagement, not from grade expectations, and lengthen it gradually.
Baseline considerations
Time how long the student engages before stopping or requesting a break across several sessions. Start the first work interval at or slightly below the median so the student succeeds early.
Usage notes
Use when breaks are already part of the student's plan and the goal is to lengthen work intervals. Engaged work is defined as writing, reading, solving, or using materials for the task; the interval ends at the first disengagement over 10 seconds or a break request. Increase the interval in small steps after consistent success.
Known limitations
Breaks that are too long or too rewarding can make returning to work harder; track return-to-work time if that is a concern. Does not measure quality of work.
Source
Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID ef-att-005.

Short-term objectives (optional)

When are objectives required?

Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.

Build objectives by

Matching data sheet

Duration tracker. Your goal measures how long a behavior lasts, so the sheet records start and end times.

Duration tracker

Duration
Student label:
 
Target:
for at least 10 minutes
Mastery rule:
in 4 of 5 consecutive work sessions
Collection schedule:
three times per week
Method:
Duration recording
Data collector:
 

Goal: By the annual IEP review date, during independent work using a scheduled work-break routine, the student will work at the assigned task before taking a scheduled break using a self-set timer for at least 10 minutes, in 4 of 5 consecutive work sessions, as measured by duration recording collected three times per week.

Duration tracker
DateActivity / contextStart timeEnd timeDuration (minutes)Target durationSupport levele.g., independent, 1 verbal promptNotes

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 (10 minutes).
  • Note interruptions that weren't caused by the student.

The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.

Preview
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