Line up when directed and stay in line
When to use this goal
For young students who run, push to the front, or sit down when the class is told to line up. Base the choice on a lining-up checklist. Works for any line spot system (names on the floor, line leader rotation).
- Baseline
- Score 5 line-ups with the checklist and note which step breaks down (most often waiting without leaving the spot). Record whether the student has a fixed spot; a rotating spot adds a step some students need taught separately.
- Tips
- Put the student near the front or near an adult early on, and make the first walk short. Hands at sides can be replaced by holding a ring or strap; the step is "hands not on peers." Hallway behavior after the line moves is in classroom-expectations and safety-behavior.
- Limits
- Line-ups are short, so a single distraction (a peer bumping) can fail a step; score several per day. Does not fit classes that do not use lines.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-dir-009.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when the class is directed to line up for a transition, the student will complete the line-up routine (put away materials, walk to the spot, face forward, keep hands at sides, wait for the walk signal), performing at least 4 of 5 steps independently, on 4 of 5 consecutive scored line-ups, as measured by a task-analysis checklist collected daily, 1 to 2 line-ups.
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 goal395 characters
- By the annual IEP review date, when the class is directed to line up for a transition, the student will complete the line-up routine (put away materials, walk to the spot, face forward, keep hands at sides, wait for the walk signal), performing at least 4 of 5 steps independently, on 4 of 5 consecutive scored line-ups, as measured by a task-analysis checklist collected daily, 1 to 2 line-ups.
- Timeframe
- By the annual IEP review date
- Condition
- When the class is directed to line up for a transition
- Behavior
- The student will complete the line-up routine (put away materials, walk to the spot, face forward, keep hands at sides, wait for the walk signal)
- Criteria
- Performing at least 4 of 5 steps independently, on 4 of 5 consecutive scored line-ups
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily, 1 to 2 line-ups
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 line-ups
- Collection schedule:
- daily, 1 to 2 line-ups
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the class is directed to line up for a transition, the student will complete the line-up routine (put away materials, walk to the spot, face forward, keep hands at sides, wait for the walk signal), performing at least 4 of 5 steps independently, on 4 of 5 consecutive scored line-ups, as measured by a task-analysis checklist collected daily, 1 to 2 line-ups.
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. Puts away materials when the signal is given | ||||||||
| 2. Walks to the assigned spot in line | ||||||||
| 3. Faces forward with hands at sides or holding a strap or ring | ||||||||
| 4. Waits for the walk signal without leaving the spot | ||||||||
| 5. Walks with the line, keeping a space from the person ahead | ||||||||
| 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.