Follow the field trip expectations with the chaperone group
When to use this goal
For students who do well in class but struggle on field trips: loud on the bus, touching exhibits, drifting from the chaperone, or arguing about the schedule. Scores the trip as steps. Base the choice on past trips. Staying within a safe distance of the adult is the safety goal bh-saf-002; this template is the full set of trip expectations.
- Baseline
- Score the next trip with the checklist and gather notes from past trips. Preview the venue with pictures and the schedule with times. Choose a chaperone who knows the student and give them the checklist and the break signal.
- Tips
- The picture schedule and a familiar chaperone do most of the work. A break signal and a quiet spot at the venue should be planned. Trips are rare, so mastery is counted in trips; practice the steps on short walking trips to get data. Never make attendance on a trip contingent on this goal.
- Limits
- Trips are infrequent and differ widely, so the step list must be general. Chaperones who are volunteers may not score reliably; a staff chaperone is better for data.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-030.
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Goal
By the annual IEP review date, during a field trip with an assigned chaperone group of up to 6 students and the expectations reviewed the day before, the student will complete the field trip expectation steps, performing at least 6 of 7 steps independently, on 3 of 3 consecutive trips, as measured by a task-analysis checklist collected each field trip, scored by the chaperone.
Baseline: 3 of 7 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
- 3 of 7 steps independently.
- Annual goal379 characters
- By the annual IEP review date, during a field trip with an assigned chaperone group of up to 6 students and the expectations reviewed the day before, the student will complete the field trip expectation steps, performing at least 6 of 7 steps independently, on 3 of 3 consecutive trips, as measured by a task-analysis checklist collected each field trip, scored by the chaperone.
- Timeframe
- By the annual IEP review date
- Condition
- During a field trip with an assigned chaperone group of up to 6 students and the expectations reviewed the day before
- Behavior
- The student will complete the field trip expectation steps
- Criteria
- Performing at least 6 of 7 steps independently, on 3 of 3 consecutive trips
- Evaluation method
- A task-analysis checklist
- Schedule
- Each field trip, scored by the chaperone
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 6 of 7 steps independently
- Mastery rule:
- on 3 of 3 consecutive trips
- Collection schedule:
- each field trip, scored by the chaperone
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a field trip with an assigned chaperone group of up to 6 students and the expectations reviewed the day before, the student will complete the field trip expectation steps, performing at least 6 of 7 steps independently, on 3 of 3 consecutive trips, as measured by a task-analysis checklist collected each field trip, scored by the chaperone.
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. Stays seated with a level 1 voice on the bus | ||||||||
| 2. Stays with the chaperone group at each stop | ||||||||
| 3. Keeps hands off exhibits or displays unless invited to touch | ||||||||
| 4. Uses a level 1 voice inside the venue | ||||||||
| 5. Follows the chaperone's directions the first time | ||||||||
| 6. Keeps belongings (lunch, bag) with the group | ||||||||
| 7. Lines up and boards the bus with the group at the end | ||||||||
| 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 7).
- 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.