Use their break procedure at a work site or in the community
When to use this goal
For transition-age students who use a break request at school but leave, shut down, or escalate at work sites and community settings where the procedure differs. Base the choice on job coach data. The procedure is agreed with the site in advance.
- Baseline
- Review job coach notes for stressors at the site and the student's responses. Agree with the supervisor on a break procedure that fits the workplace (where, how long, who to tell). Practice it once when calm and record which steps the student completes.
- Tips
- An opportunity is a stressor identified in the plan, observed by the job coach. Score correct when the student uses the procedure before escalation and returns within the agreed time. Job coaches should stand back so the student addresses the supervisor. Keep the procedure as close to what any employee would do as the site allows.
- Limits
- Opportunities depend on stressors occurring; weeks with none give no data. Site rules may limit breaks; the plan must respect them. Does not measure job performance or the supervisor's response.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-012.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when a stressor occurs at a work-based learning site (such as a task change, a correction, noise), the student will use the site's break procedure (tell the supervisor or job coach, go to the agreed spot, return within the agreed time) independently in at least 3 of 4 opportunities, across 3 consecutive weeks of sessions, as measured by direct observation collected each work or community session, recorded by the job coach.
Baseline: 0 of 4 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 Emotional 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
- Social-Emotional & Communication - Emotional Regulation
- Baseline
- 0 of 4 opportunities.
- Annual goal457 characters
- By the annual IEP review date, when a stressor occurs at a work-based learning site (such as a task change, a correction, noise), the student will use the site's break procedure (tell the supervisor or job coach, go to the agreed spot, return within the agreed time) independently in at least 3 of 4 opportunities, across 3 consecutive weeks of sessions, as measured by direct observation collected each work or community session, recorded by the job coach.
- Timeframe
- By the annual IEP review date
- Condition
- When a stressor occurs at a work-based learning site (such as a task change, a correction, noise)
- Behavior
- The student will use the site's break procedure (tell the supervisor or job coach, go to the agreed spot, return within the agreed time) independently
- Criteria
- In at least 3 of 4 opportunities, across 3 consecutive weeks of sessions
- Evaluation method
- Direct observation
- Schedule
- Each work or community session, recorded by the job coach
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 3 of 4 opportunities
- Mastery rule:
- across 3 consecutive weeks of sessions
- Collection schedule:
- each work or community session, recorded by the job coach
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a stressor occurs at a work-based learning site (such as a task change, a correction, noise), the student will use the site's break procedure (tell the supervisor or job coach, go to the agreed spot, return within the agreed time) independently in at least 3 of 4 opportunities, across 3 consecutive weeks of sessions, as measured by direct observation collected each work or community session, recorded by the job coach.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.