Walk in the hallway with the class following the hallway routine
When to use this goal
For students who run, talk loudly, touch walls or displays, or drift away from the line during hallway transitions. Scores the hallway routine as steps. Base the choice on a checklist over several transitions. Staying with the group for safety is covered in safety-behavior.
- Baseline
- Score 5 transitions with the checklist and note which step breaks down and where in the hallway (past the gym, near the exit). Record the student's position in line; the back of the line is harder for most students.
- Tips
- Teach and practice the routine on an empty hallway first, and give the student a job (door holder, caboose with a clipboard) that makes the routine purposeful. Edit the steps to the school's hallway rules. Running, bolting, or leaving the group belongs to safety-behavior and should be scored there.
- Limits
- Transitions are short and a single incident can fail several steps at once; score several per day. Does not measure behavior at the destination.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-010.
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Goal
By the annual IEP review date, during a class hallway transition to specials, lunch, or recess, the student will complete the hallway routine steps for the whole transition, performing at least 4 of 5 steps independently, on 4 of 5 consecutive scored transitions, as measured by a task-analysis checklist collected daily, 1 to 2 transitions.
Baseline: 2 of 5 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 Classroom Expectations & Routines.
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
- Behavior & Classroom Expectations - Classroom Expectations & Routines
- Baseline
- 2 of 5 steps independently.
- Annual goal341 characters
- By the annual IEP review date, during a class hallway transition to specials, lunch, or recess, the student will complete the hallway routine steps for the whole transition, performing at least 4 of 5 steps independently, on 4 of 5 consecutive scored transitions, as measured by a task-analysis checklist collected daily, 1 to 2 transitions.
- Timeframe
- By the annual IEP review date
- Condition
- During a class hallway transition to specials, lunch, or recess
- Behavior
- The student will complete the hallway routine steps for the whole transition
- Criteria
- Performing at least 4 of 5 steps independently, on 4 of 5 consecutive scored transitions
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily, 1 to 2 transitions
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 at least 4 of 5 steps independently
- Mastery rule:
- on 4 of 5 consecutive scored transitions
- Collection schedule:
- daily, 1 to 2 transitions
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a class hallway transition to specials, lunch, or recess, the student will complete the hallway routine steps for the whole transition, performing at least 4 of 5 steps independently, on 4 of 5 consecutive scored transitions, as measured by a task-analysis checklist collected daily, 1 to 2 transitions.
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. Walks at the pace of the line | ||||||||
| 2. Keeps a voice at level 0 or the posted hallway level | ||||||||
| 3. Keeps hands at sides or holding own materials (not on walls, displays, or peers) | ||||||||
| 4. Stays in line position behind the person ahead | ||||||||
| 5. Stops at each designated stopping point until the adult signals | ||||||||
| 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: 4 of 5).
- 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.