Take a self-timed break and return to the task
When to use this goal
For high school and transition-age students at school or a job site who take breaks to reset but lose track of time and come back late or not at all. Present levels decide fit, not grade. The student sets the break length with the supervisor or teacher.
- Baseline
- For two weeks, log time out and time back for each break at school and the job site. Ask the student how long a break needs to be to help; set the target with them, close to what typical coworkers or classmates take where possible.
- Tips
- Time from leaving the task to restarting it. The student may extend once by telling the supervisor; that counts as on plan. Use the language of the setting (break, not calm-down). Self-logging builds the habit for jobs where no one tracks time.
- Limits
- Duration alone does not show whether the break helped; ask the student to rate it. Work sites set their own break rules, which the goal must follow.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-044.
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Goal
By the annual IEP review date, when they take a reset break during class or a work-based learning shift, with a phone or watch timer, the student will start a timer, use their chosen reset strategy in the break area, and return to the class or work task independently within 10 minutes, across 4 consecutive breaks, as measured by duration recording collected at each break from the student's log, checked weekly by staff.
Baseline: 25 minutes.
- 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. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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
- 25 minutes.
- Annual goal422 characters
- By the annual IEP review date, when they take a reset break during class or a work-based learning shift, with a phone or watch timer, the student will start a timer, use their chosen reset strategy in the break area, and return to the class or work task independently within 10 minutes, across 4 consecutive breaks, as measured by duration recording collected at each break from the student's log, checked weekly by staff.
- Timeframe
- By the annual IEP review date
- Condition
- When they take a reset break during class or a work-based learning shift, with a phone or watch timer
- Behavior
- The student will start a timer, use their chosen reset strategy in the break area, and return to the class or work task independently
- Criteria
- Within 10 minutes, across 4 consecutive breaks
- Evaluation method
- Duration recording
- Schedule
- At each break from the student's log, checked weekly by staff
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- within 10 minutes
- Mastery rule:
- across 4 consecutive breaks
- Collection schedule:
- at each break from the student's log, checked weekly by staff
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, when they take a reset break during class or a work-based learning shift, with a phone or watch timer, the student will start a timer, use their chosen reset strategy in the break area, and return to the class or work task independently within 10 minutes, across 4 consecutive breaks, as measured by duration recording collected at each break from the student's log, checked weekly by staff.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at or below the target (10 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.