Take the scheduled break and return on time
When to use this goal
For students who take breaks whenever they like, skip breaks and tire out, or return late. Base the choice on present levels in reading a clock and in ending preferred activities.
- Baseline
- Record 5 breaks: when the student left, when they returned, and whether anyone reminded them. Returning late by a minute or two is the common error; define on time in writing (back at the station by the end minute).
- Tips
- Teach the break as a routine: clock out mentally, go to the break area, set the alarm, return. Breaks that include a phone are hard to end; the alarm is the support. Returning on time is the skill employers notice most.
- Limits
- Sites without scheduled breaks cannot measure this. One break per shift means slow data; count across shifts.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-013.
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Goal
By the annual IEP review date, during a work shift with a scheduled 10-minute break at a set time, the student will take the break at the scheduled time and return to the station by the end of the break independently in at least 4 of 5 opportunities, across 5 consecutive shifts, as measured by direct observation collected at each shift.
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 Vocational & Work Readiness.
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
- Transition & Postsecondary Skills - Vocational & Work Readiness
- Baseline
- 1 of 5 opportunities.
- Annual goal338 characters
- By the annual IEP review date, during a work shift with a scheduled 10-minute break at a set time, the student will take the break at the scheduled time and return to the station by the end of the break independently in at least 4 of 5 opportunities, across 5 consecutive shifts, as measured by direct observation collected at each shift.
- Timeframe
- By the annual IEP review date
- Condition
- During a work shift with a scheduled 10-minute break at a set time
- Behavior
- The student will take the break at the scheduled time and return to the station by the end of the break independently
- Criteria
- In at least 4 of 5 opportunities, across 5 consecutive shifts
- Evaluation method
- Direct observation
- Schedule
- At each shift
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 5 consecutive shifts
- Collection schedule:
- at each shift
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a work shift with a scheduled 10-minute break at a set time, the student will take the break at the scheduled time and return to the station by the end of the break independently in at least 4 of 5 opportunities, across 5 consecutive shifts, as measured by direct observation collected at each shift.
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.