Resume work after a scheduled break ends
When to use this goal
For students who use scheduled breaks and whose present levels show the break stretches long past its end because returning is hard. Break length and signal should match what is already in the student's plan.
- Baseline
- Time from the break-end signal to the first task response across at least five breaks. Separate movement breaks from calm-down breaks; they often have different latencies. Note whether the student negotiates for more time.
- Tips
- Use the same end-of-break signal every time. Start timing at the signal and stop at the first response on the task, not at sitting down. If the student resumes a different, easier task, score it as not resumed and note it.
- Limits
- Breaks that follow distress may need longer return times for good reasons; exclude breaks taken during a crisis and note them. Does not measure how long work continues afterward.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ti-012.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when the timer signals the end of a scheduled break during independent work, the student will return to the work area and make a first response on the task independently within 60 seconds, on 4 of 5 consecutive observed breaks, as measured by latency recording collected three times per week.
Baseline: 240 seconds.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 to review
Review: Unit fits the behavior. Latency measures how quickly a response starts. The behavior should describe starting or responding.
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Latency recording gives latency 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 Task Initiation.
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 - Task Initiation
- Baseline
- 240 seconds.
- Annual goal323 characters
- By the annual IEP review date, when the timer signals the end of a scheduled break during independent work, the student will return to the work area and make a first response on the task independently within 60 seconds, on 4 of 5 consecutive observed breaks, as measured by latency recording collected three times per week.
- Timeframe
- By the annual IEP review date
- Condition
- When the timer signals the end of a scheduled break during independent work
- Behavior
- The student will return to the work area and make a first response on the task independently
- Criteria
- Within 60 seconds, on 4 of 5 consecutive observed breaks
- Evaluation method
- Latency recording
- Schedule
- Three times per week
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Latency tracker. Records the cue time and the response time.
Latency tracker
Latency- Student label:
- Target:
- within 60 seconds
- Mastery rule:
- on 4 of 5 consecutive observed breaks
- Collection schedule:
- three times per week
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when the timer signals the end of a scheduled break during independent work, the student will return to the work area and make a first response on the task independently within 60 seconds, on 4 of 5 consecutive observed breaks, as measured by latency recording collected three times per week.
| Date | Instruction / cue | Cue given (time) | Response began (time) | Latency (seconds) | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the cue ends (for example, the end of the direction). Stop when the defined response begins.
- Record latency in seconds. Shorter latency means faster starts.
- Use a stopwatch or a timer app. Avoid estimating from the clock when measuring seconds.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.