Walk from the van to the entrance safely
When to use this goal
For older students on community-based instruction who jump out of the van, run ahead across the lot, or wander between parked cars on the way into a store or job site. Fit depends on outing data, not grade. Parking lots are among the riskiest moments of an outing, so the target is every step.
- Baseline
- Score each arrival and departure on three or four outings and note the step where the routine breaks. Record the lot (busy store, quiet job site). A student who runs at step 1 needs a seat-belt and door routine taught in the school lot before any community trip.
- Tips
- Practice in the school lot first, then at a familiar quiet site. Fade the adult from beside the student to a few steps behind. Because the target is every step, keep the support in place until the data are steady. Pair with bh-saf-002 for staying with the group inside the site.
- Limits
- This goal does not replace adult supervision or the school's community outing safety plan. Crossing a street is a separate skill (see the community-safety goals in functional skills).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-030.
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Goal
By the annual IEP review date, when the school van or bus arrives at a community site with a parking lot, the student will move from the van to the building entrance with the group following the parking lot routine, performing all 6 steps independently, on 5 consecutive community outings, as measured by a task-analysis checklist collected every arrival and departure on community outings.
Baseline: 3 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
- 3 of 6 steps independently.
- Annual goal390 characters
- By the annual IEP review date, when the school van or bus arrives at a community site with a parking lot, the student will move from the van to the building entrance with the group following the parking lot routine, performing all 6 steps independently, on 5 consecutive community outings, as measured by a task-analysis checklist collected every arrival and departure on community outings.
- Timeframe
- By the annual IEP review date
- Condition
- When the school van or bus arrives at a community site with a parking lot
- Behavior
- The student will move from the van to the building entrance with the group following the parking lot routine
- Criteria
- Performing all 6 steps independently, on 5 consecutive community outings
- Evaluation method
- A task-analysis checklist
- Schedule
- Every arrival and departure on community outings
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 5 consecutive community outings
- Collection schedule:
- every arrival and departure on community outings
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the school van or bus arrives at a community site with a parking lot, the student will move from the van to the building entrance with the group following the parking lot routine, performing all 6 steps independently, on 5 consecutive community outings, as measured by a task-analysis checklist collected every arrival and departure on community outings.
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. Wait in the seat until the adult opens the door | ||||||||
| 2. Step out on the curb or sidewalk side | ||||||||
| 3. Stand by the van until the whole group is ready | ||||||||
| 4. Walk with the group on the sidewalk or marked path | ||||||||
| 5. Stop at the entrance until the adult says to go in | ||||||||
| 6. Enter the building with the group | ||||||||
| 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.