Walk instead of run in the classroom and hallways
When to use this goal
For young students who run between areas in the classroom, to the door, or down the hall, bumping into peers and furniture. Scores each movement between areas as an opportunity. Base the choice on counting walks versus runs. Hallway line routine is in classroom-expectations bh-cls-010.
- Baseline
- Tally the first 10 moves between areas on 3 days: walked the whole way or ran at any point. Note where running happens most (toward the door, toward a preferred area) and whether a cue was given.
- Tips
- Use one cue everywhere and give it before the move, not after the run. Carrying an item slows most students down. Reinforce walking at the destination. Pair with bh-saf-004 so the student also stops on cue, and with bh-saf-006 for doors.
- Limits
- A whole-move score fails a trial for a few running steps; count running moves per day instead if progress is slow. Does not measure running outdoors, where running is often allowed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-027.
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Goal
By the annual IEP review date, when moving between areas in the classroom (carpet to table, table to cubby) during routines, the student will walk (one foot always on the floor) for the whole way between areas independently in 10 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily, first 10 moves between areas, summarized weekly.
Baseline: 3 of 10 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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 Safety Behaviors.
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 - Safety Behaviors
- Baseline
- 3 of 10 opportunities.
- Annual goal394 characters
- By the annual IEP review date, when moving between areas in the classroom (carpet to table, table to cubby) during routines, the student will walk (one foot always on the floor) for the whole way between areas independently in 10 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily, first 10 moves between areas, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When moving between areas in the classroom (carpet to table, table to cubby) during routines
- Behavior
- The student will walk (one foot always on the floor) for the whole way between areas independently
- Criteria
- In 10 of 10 opportunities, across 3 consecutive weekly data summaries
- Evaluation method
- Direct observation
- Schedule
- Daily, first 10 moves between areas, summarized weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in 10 of 10 opportunities
- Mastery rule:
- across 3 consecutive weekly data summaries
- Collection schedule:
- daily, first 10 moves between areas, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when moving between areas in the classroom (carpet to table, table to cubby) during routines, the student will walk (one foot always on the floor) for the whole way between areas independently in 10 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily, first 10 moves between areas, summarized weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.