Return to the group after a break
When to use this goal
For young students who use a break space and then stay there until an adult walks them back. Choose it from present levels and observation of break length; the student must already go to the break space when offered or when they ask, and the break itself is never withheld.
- Baseline
- Time from the end of the break (timer ends or card shown) to the moment the student is back at the group spot, for each break across 3 to 5 days. Note the activity the student returns to; a non-preferred activity often explains a long return.
- Tips
- Keep breaks available and short, and show what comes next on the back-to-group card (a picture of the activity, or a first-then card with a preferred part). Returning to a part of the activity the student likes builds the habit faster.
- Limits
- Measures time to return only. Long returns caused by distress need a regulation plan, and the team should not shorten breaks a student needs to stay regulated.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-rt-023.
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Goal
By the annual IEP review date, after the student goes to the classroom break space and the visual timer ends, the student will return from the break space to the group activity independently within 2 minutes, on 4 of 5 observed days, as measured by duration recording collected at every break on two days per week.
Baseline: 8 minutes.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 to review
Review: Unit fits the behavior. Duration measures how long something lasts. The behavior should describe an ongoing activity.
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. Duration recording gives duration 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 Functional Routines.
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
- Functional & Independence Skills - Functional Routines
- Baseline
- 8 minutes.
- Annual goal314 characters
- By the annual IEP review date, after the student goes to the classroom break space and the visual timer ends, the student will return from the break space to the group activity independently within 2 minutes, on 4 of 5 observed days, as measured by duration recording collected at every break on two days per week.
- Timeframe
- By the annual IEP review date
- Condition
- After the student goes to the classroom break space and the visual timer ends
- Behavior
- The student will return from the break space to the group activity independently
- Criteria
- Within 2 minutes, on 4 of 5 observed days
- Evaluation method
- Duration recording
- Schedule
- At every break on two days per week
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- within 2 minutes
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- at every break on two days per week
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, after the student goes to the classroom break space and the visual timer ends, the student will return from the break space to the group activity independently within 2 minutes, on 4 of 5 observed days, as measured by duration recording collected at every break on two days per week.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
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 or below the target (2 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.