Go to the requested location and come straight back
When to use this goal
For students who are sent to the office, the nurse, or another room and wander, take a long route, or do not return. Base the choice on timed errands. The route must be one the student knows; add a map or an escort step if not.
- Baseline
- Score 3 to 5 errands with the checklist, using the destination staff to confirm arrival and the pass time to compute time away. Note whether the student can name the destination and route before starting; a student who cannot needs a map or escort step first.
- Tips
- Agree on a typical time for each destination and treat a return within it as "directly." Confirm arrival with the destination adult, not by asking the student. Students who leave to escape class may use errands as breaks; if so, see replacement-behavior bh-rep-003 and keep errands short and timed.
- Limits
- Only valid for safe, familiar routes; this is not a safety goal and does not fit students who run from the building (see safety-behavior). Errands are infrequent, so planned errands may be needed for data.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-dir-008.
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Goal
By the annual IEP review date, when directed by an adult to go to a known location in the building (office, nurse, another classroom) and return, the student will complete the errand steps (leave, go directly there, complete the task, return directly, check in), performing all 5 steps independently, on 4 of 5 consecutive scored errands, as measured by a task-analysis checklist collected each errand, at least 2 per week.
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 Following Adult Directions.
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 - Following Adult Directions
- Baseline
- 2 of 5 steps independently.
- Annual goal423 characters
- By the annual IEP review date, when directed by an adult to go to a known location in the building (office, nurse, another classroom) and return, the student will complete the errand steps (leave, go directly there, complete the task, return directly, check in), performing all 5 steps independently, on 4 of 5 consecutive scored errands, as measured by a task-analysis checklist collected each errand, at least 2 per week.
- Timeframe
- By the annual IEP review date
- Condition
- When directed by an adult to go to a known location in the building (office, nurse, another classroom) and return
- Behavior
- The student will complete the errand steps (leave, go directly there, complete the task, return directly, check in)
- Criteria
- Performing all 5 steps independently, on 4 of 5 consecutive scored errands
- Evaluation method
- A task-analysis checklist
- Schedule
- Each errand, at least 2 per week
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 5 steps independently
- Mastery rule:
- on 4 of 5 consecutive scored errands
- Collection schedule:
- each errand, at least 2 per week
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when directed by an adult to go to a known location in the building (office, nurse, another classroom) and return, the student will complete the errand steps (leave, go directly there, complete the task, return directly, check in), performing all 5 steps independently, on 4 of 5 consecutive scored errands, as measured by a task-analysis checklist collected each errand, at least 2 per week.
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. Leaves the room within 1 minute of the direction | ||||||||
| 2. Goes directly to the destination without stopping at other rooms | ||||||||
| 3. Completes the task at the destination (delivers the note, uses the restroom, checks in with the nurse) | ||||||||
| 4. Returns directly to the classroom | ||||||||
| 5. Checks in with the adult who sent them | ||||||||
| 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: 5 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.