Choose a break, a hint, or a smaller chunk when stuck
When to use this goal
For middle and high school students who shut down on hard assignments (closing the laptop, leaving it blank, putting their head down for the rest of class). Present levels decide fit, not grade. The three choices are a menu the student agreed to, and any of them is correct.
- Baseline
- Observe the two hardest classes for a week; note each time the student stopped working for 2 minutes or more, what they did, and whether they returned. Ask the student which of the three options they would use and which they would never use; adjust the menu.
- Tips
- An opportunity starts after 2 minutes of no work. Score correct when the student uses a menu option and returns to the assignment within the period. Teachers must honor the hint and chunking options for the menu to work.
- Limits
- Not working can have other causes (missing skills, tiredness, a health issue); check those first. The goal does not measure the quality of the finished work.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-040.
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Goal
By the annual IEP review date, during independent work in core classes when they stop working on an assignment for more than 2 minutes, the student will choose one option from their stuck menu (a short break, asking for a hint, or splitting the task into a smaller first step) and then go back to the assignment independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice weekly in the two hardest classes.
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 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
- 1 of 5 opportunities.
- Annual goal472 characters
- By the annual IEP review date, during independent work in core classes when they stop working on an assignment for more than 2 minutes, the student will choose one option from their stuck menu (a short break, asking for a hint, or splitting the task into a smaller first step) and then go back to the assignment independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice weekly in the two hardest classes.
- Timeframe
- By the annual IEP review date
- Condition
- During independent work in core classes when they stop working on an assignment for more than 2 minutes
- Behavior
- The student will choose one option from their stuck menu (a short break, asking for a hint, or splitting the task into a smaller first step) and then go back to the assignment independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Twice weekly in the two hardest classes
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:
- twice weekly in the two hardest classes
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during independent work in core classes when they stop working on an assignment for more than 2 minutes, the student will choose one option from their stuck menu (a short break, asking for a hint, or splitting the task into a smaller first step) and then go back to the assignment independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice weekly in the two hardest classes.
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.