Use a break pass routine and return on time
When to use this goal
For students with a break pass in their plan who leave class to reset but have trouble with the steps: signing out, using the time well, and coming back. Present levels decide fit, not grade. For older students, the break area is an ordinary space (a hallway seat, an office, a library corner).
- Baseline
- For two weeks, track each break: time out, where the student went, what they did, time back, and what happened on return. Agree with the student on the break length; ask them how long they usually need.
- Tips
- Score each step as independent or not. Using the pass is always allowed; the goal never limits breaks, only teaches the routine. If the student needs more time, a quick request to the staff member at the break area counts as returning on plan.
- Limits
- The checklist measures the routine, not whether the student is ready to work on return. Students in crisis follow the crisis plan instead. Schools must have a safe, supervised break area for this goal to work.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-036.
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Goal
By the annual IEP review date, when they choose to use their break pass during class, the student will complete the break pass routine from signing out to rejoining the class activity, performing all 6 steps independently, across 4 consecutive break uses, as measured by a task-analysis checklist collected each time the pass is used.
Baseline: 3 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 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
- 3 of 6 steps independently.
- Annual goal334 characters
- By the annual IEP review date, when they choose to use their break pass during class, the student will complete the break pass routine from signing out to rejoining the class activity, performing all 6 steps independently, across 4 consecutive break uses, as measured by a task-analysis checklist collected each time the pass is used.
- Timeframe
- By the annual IEP review date
- Condition
- When they choose to use their break pass during class
- Behavior
- The student will complete the break pass routine from signing out to rejoining the class activity
- Criteria
- Performing all 6 steps independently, across 4 consecutive break uses
- Evaluation method
- A task-analysis checklist
- Schedule
- Each time the pass is used
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 all 6 steps independently
- Mastery rule:
- across 4 consecutive break uses
- Collection schedule:
- each time the pass is used
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when they choose to use their break pass during class, the student will complete the break pass routine from signing out to rejoining the class activity, performing all 6 steps independently, across 4 consecutive break uses, as measured by a task-analysis checklist collected each time the pass is used.
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. Shows or places the break pass where the teacher can see it | ||||||||
| 2. Writes or taps the time out on the pass or tracker | ||||||||
| 3. Goes straight to the agreed break area | ||||||||
| 4. Uses a strategy from their menu (such as music with headphones, a walk to the water fountain and back, stretching, a fidget) | ||||||||
| 5. Checks the time and returns within the agreed time (such as 7 minutes) | ||||||||
| 6. Rejoins the class activity by taking out materials or asking what they missed | ||||||||
| 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: 6 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.