Complete the field trip safety routine at each stop
When to use this goal
For students on field trips who need a structured check-in routine to stay accounted for: name tag, buddy, check-in at each stop, boarding count. Scores the routine as steps. Base the choice on past trips. Staying within 10 feet of the adult is bh-saf-002; the full behavior expectations are classroom-expectations bh-cls-030.
- Baseline
- Score the next trip with the checklist and practice the routine on a walk around the school grounds first. Teach the meeting-spot step explicitly; most students have never been told what to do if separated. Confirm the chaperone is staff or a trained volunteer.
- Tips
- Practice walks make the data possible between real trips. The meeting-spot step is the one that matters most if everything else fails; rehearse it. Mastery is every step. A student with a history of bolting needs a 1:1 adult on trips regardless of this goal.
- Limits
- Trips are rare and venues differ; the steps must stay general. Volunteer chaperones may not score reliably.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-028.
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Goal
By the annual IEP review date, during a field trip with an assigned chaperone, a buddy, and planned stopping points, the student will complete the field trip safety routine steps at each stop, performing all 6 steps independently, on 3 of 3 consecutive trips, as measured by a task-analysis checklist collected each trip, scored by the chaperone, plus 1 practice walk per month.
Baseline: 2 of 6 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 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
- 2 of 6 steps independently.
- Annual goal378 characters
- By the annual IEP review date, during a field trip with an assigned chaperone, a buddy, and planned stopping points, the student will complete the field trip safety routine steps at each stop, performing all 6 steps independently, on 3 of 3 consecutive trips, as measured by a task-analysis checklist collected each trip, scored by the chaperone, plus 1 practice walk per month.
- Timeframe
- By the annual IEP review date
- Condition
- During a field trip with an assigned chaperone, a buddy, and planned stopping points
- Behavior
- The student will complete the field trip safety routine steps at each stop
- Criteria
- Performing all 6 steps independently, on 3 of 3 consecutive trips
- Evaluation method
- A task-analysis checklist
- Schedule
- Each trip, scored by the chaperone, plus 1 practice walk per month
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 6 steps independently
- Mastery rule:
- on 3 of 3 consecutive trips
- Collection schedule:
- each trip, scored by the chaperone, plus 1 practice walk per month
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a field trip with an assigned chaperone, a buddy, and planned stopping points, the student will complete the field trip safety routine steps at each stop, performing all 6 steps independently, on 3 of 3 consecutive trips, as measured by a task-analysis checklist collected each trip, scored by the chaperone, plus 1 practice walk per month.
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. Wears the name tag or wristband for the whole trip | ||||||||
| 2. Stays with the assigned buddy when moving | ||||||||
| 3. Checks in with the chaperone at each planned stop (says their name or taps the chaperone's list) | ||||||||
| 4. Tells the chaperone before leaving the group for any reason | ||||||||
| 5. Waits at the meeting spot when separated instead of searching | ||||||||
| 6. Boards the bus with the group and answers the head count | ||||||||
| 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 6).
- 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.