Return from a break card without a reminder
When to use this goal
For students who already request breaks with a break card and return only when an adult goes to get them. Present levels show the break itself helps; the need is the restart. Grade does not decide fit; the student's current break plan does.
- Baseline
- For each requested break over one to two weeks, note the time the timer ended, whether an adult had to cue the student, and when the first response on the task happened. Count as met only when no adult cue was given and work began within 1 minute of returning.
- Tips
- A tally on the break card itself (time out, time back, started yes or no) keeps data simple. Do not count breaks that followed distress; those follow the regulation plan. Praise the return privately. Keep break length the same while collecting data.
- Limits
- If returning is hard because the task is too hard, fix the task first. Does not measure how often breaks are requested; see the student's break request goal for that. Compare with ef-ti-012, which uses scheduled breaks and an adult signal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ti-022.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, after using a break card to take a 3-minute break during independent work, when the break timer ends, the student will independently return to the work area, put the break timer back, and begin the next item on the task without an adult cue in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by direct observation collected daily, summarized weekly.
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 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
- 1 of 5 opportunities.
- Annual goal411 characters
- By the annual IEP review date, after using a break card to take a 3-minute break during independent work, when the break timer ends, the student will independently return to the work area, put the break timer back, and begin the next item on the task without an adult cue in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by direct observation collected daily, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After using a break card to take a 3-minute break during independent work, when the break timer ends
- Behavior
- The student will independently return to the work area, put the break timer back, and begin the next item on the task without an adult cue
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks of data
- Evaluation method
- Direct observation
- Schedule
- Daily, summarized weekly
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 3 consecutive weeks of data
- Collection schedule:
- daily, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, after using a break card to take a 3-minute break during independent work, when the break timer ends, the student will independently return to the work area, put the break timer back, and begin the next item on the task without an adult cue in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by direct observation collected daily, summarized weekly.
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.