Set a timer for their own sensory break
When to use this goal
For older students with break access who take breaks on their own but lose track of time or come back only when an adult comes to find them. Present levels and the student's wishes decide fit.
- Baseline
- Log five breaks: length, who ended them, and whether a timer was used. Ask the student how long a break usually needs to be.
- Tips
- The student chooses the length within the plan; a longer break sometimes means fewer breaks. Adults check in only if the student does not return.
- Limits
- The goal is about managing the break, not reducing breaks. Some days need longer breaks; the plan should allow them.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sen-026.
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Goal
By the annual IEP review date, when taking a sensory break in the break room or a quiet area during class, the student will set a timer for the break length they choose within the plan, use the break, and return when the timer ends with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected on each break, reviewed 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 Sensory Processing & Regulation.
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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Sensory Processing & Regulation
- Baseline
- 1 of 5 opportunities.
- Annual goal391 characters
- By the annual IEP review date, when taking a sensory break in the break room or a quiet area during class, the student will set a timer for the break length they choose within the plan, use the break, and return when the timer ends with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected on each break, reviewed weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When taking a sensory break in the break room or a quiet area during class
- Behavior
- The student will set a timer for the break length they choose within the plan, use the break, and return when the timer ends with no adult prompts
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- On each break, reviewed 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
- Collection schedule:
- on each break, reviewed weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when taking a sensory break in the break room or a quiet area during class, the student will set a timer for the break length they choose within the plan, use the break, and return when the timer ends with no adult prompts in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected on each break, reviewed 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.