Take a scheduled break and return to work
When to use this goal
For students who have scheduled movement or sensory breaks in the IEP and who need an adult to start the break, time it, and bring them back. Present levels and the OT's or behavior team's plan for the break decide the routine.
- Baseline
- Observe the routine on at least 3 typical days before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Also time how long it takes to return once the timer ends; a long return time means the break activity may be too preferred to leave.
- Tips
- Choose break activities that are easy to stop (stretching, a walk) rather than screens. This is a scheduled break; requesting a break when needed is a self-advocacy or communication goal. Keep the break length the same during baseline and progress checks.
- Limits
- If breaks are unscheduled or inconsistent, data cannot be compared. Does not measure whether the break helps work output; check the work data separately.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-si-016.
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Goal
By the annual IEP review date, when the scheduled break time shows on the student's schedule during independent work, the student will complete the break routine and return to the assigned work, performing at least 5 of 6 steps independently, on 4 of 5 consecutive scheduled breaks, as measured by a task-analysis checklist collected daily at one scheduled break.
Baseline: 2 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 School-Related Independence.
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 - School-Related Independence
- Baseline
- 2 of 6 steps independently.
- Annual goal363 characters
- By the annual IEP review date, when the scheduled break time shows on the student's schedule during independent work, the student will complete the break routine and return to the assigned work, performing at least 5 of 6 steps independently, on 4 of 5 consecutive scheduled breaks, as measured by a task-analysis checklist collected daily at one scheduled break.
- Timeframe
- By the annual IEP review date
- Condition
- When the scheduled break time shows on the student's schedule during independent work
- Behavior
- The student will complete the break routine and return to the assigned work
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive scheduled breaks
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at one scheduled break
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- on 4 of 5 consecutive scheduled breaks
- Collection schedule:
- daily at one scheduled break
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the scheduled break time shows on the student's schedule during independent work, the student will complete the break routine and return to the assigned work, performing at least 5 of 6 steps independently, on 4 of 5 consecutive scheduled breaks, as measured by a task-analysis checklist collected daily at one scheduled break.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Checks the schedule or shows the break card at the scheduled time | ||||||||
| 2. Sets the visual timer for the agreed break length | ||||||||
| 3. Goes to the break area and uses the chosen break activity | ||||||||
| 4. Stops the activity when the timer ends | ||||||||
| 5. Returns to the seat | ||||||||
| 6. Restarts the work where it was left | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.