Restart studying when the break alarm sounds
When to use this goal
For older students who plan breaks during study hall or homework but turn a 5-minute break into 30. The student should already be able to set a phone or watch alarm. Present levels and the student's own report of how breaks go decide the starting target.
- Baseline
- In study hall, an adult records the alarm time and the time of the first study action (writing, reading the assigned page, opening the file) for five sessions. For home sessions, use the student's own log checked against submitted work. Note whether the break was on the phone or away from it.
- Tips
- Let the student choose break length and the alarm tone; ownership matters at this age. The first study action must be visible: a line written, a page turned to, a file opened and typed in. The student can keep the log in a notes app and share it at a weekly check-in.
- Limits
- Home data rely on self-report; treat it as a check, not proof. Phone policies differ by school. Does not measure the quality of the study time.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ti-023.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a study hall or resource period, when a self-set break alarm on a phone or watch sounds, the student will put the phone face down or away and begin the next study task on the list independently within 2 minutes, in 4 of 5 consecutive study sessions, as measured by latency recording collected twice weekly.
Baseline: 12 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. Latency fits this behavior.
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
- 12 minutes.
- Annual goal344 characters
- By the annual IEP review date, during a study hall or resource period, when a self-set break alarm on a phone or watch sounds, the student will put the phone face down or away and begin the next study task on the list independently within 2 minutes, in 4 of 5 consecutive study sessions, as measured by latency recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a study hall or resource period, when a self-set break alarm on a phone or watch sounds
- Behavior
- The student will put the phone face down or away and begin the next study task on the list independently
- Criteria
- Within 2 minutes, in 4 of 5 consecutive study sessions
- Evaluation method
- Latency recording
- Schedule
- Twice weekly
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 2 minutes
- Mastery rule:
- in 4 of 5 consecutive study sessions
- Collection schedule:
- twice weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, during a study hall or resource period, when a self-set break alarm on a phone or watch sounds, the student will put the phone face down or away and begin the next study task on the list independently within 2 minutes, in 4 of 5 consecutive study sessions, as measured by latency recording collected twice weekly.
| Date | Instruction / cue | Cue given (time) | Response began (time) | Latency (minutes) | 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 minutes. 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.