Use a calming routine during a test and continue working
When to use this goal
For students whose present levels show tests stalled by visible distress (freezing, leaving, giving up) when the content is known. Coordinate with the counselor; this goal is about the routine, not the anxiety itself.
- Baseline
- Have proctors note on the next few tests whether the student stalled, for how long, and what happened next. Teach and practice the routine on low-stakes quizzes before using test data. Involve the counselor if distress is severe.
- Tips
- Each stall (or each test start, if the team prefers) is one opportunity. Met means the routine is used and work resumes within 2 minutes. The routine must be brief and quiet. Practice during quizzes so the test is not the first use.
- Limits
- Observers cannot see internal states; score only the routine and the return to work. If stalls come from not knowing the content, this is the wrong goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ss-015.
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Goal
By the annual IEP review date, during a classroom test when the student stops working for more than 1 minute, the student will use the taught calming routine (slow breaths, a self-statement, a 30-second pause) and return to the test within 2 minutes independently in at least 4 of 5 opportunities, across 5 consecutive tests, as measured by direct observation collected each test and 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 Study & Test-Taking Skills.
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
- Executive Function - Study & Test-Taking Skills
- Baseline
- 1 of 5 opportunities.
- Annual goal403 characters
- By the annual IEP review date, during a classroom test when the student stops working for more than 1 minute, the student will use the taught calming routine (slow breaths, a self-statement, a 30-second pause) and return to the test within 2 minutes independently in at least 4 of 5 opportunities, across 5 consecutive tests, as measured by direct observation collected each test and summarized monthly.
- Timeframe
- By the annual IEP review date
- Condition
- During a classroom test when the student stops working for more than 1 minute
- Behavior
- The student will use the taught calming routine (slow breaths, a self-statement, a 30-second pause) and return to the test within 2 minutes independently
- Criteria
- In at least 4 of 5 opportunities, across 5 consecutive tests
- Evaluation method
- Direct observation
- Schedule
- Each test and 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 tests
- Collection schedule:
- each test and summarized monthly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a classroom test when the student stops working for more than 1 minute, the student will use the taught calming routine (slow breaths, a self-statement, a 30-second pause) and return to the test within 2 minutes independently in at least 4 of 5 opportunities, across 5 consecutive tests, as measured by direct observation collected each test and 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.