Ride escalators and elevators with the group
When to use this goal
For students who run onto escalators, sit or lean on moving handrails, or push elevator buttons and leave, on community outings or in multi-level school buildings. Fit depends on observation, not grade. Some students are afraid of escalators; an elevator-only version is fine.
- Baseline
- Score every ride over a few outings and note fear or excitement (both cause unsafe moves). Practice on the school elevator if there is one; escalators may only be available on trips.
- Tips
- Teach with photos of the real place if possible. Students who use a wheelchair or walker use the elevator routine only. Stand where you can reach the student on the first rides.
- Limits
- Few natural opportunities; plan rides on purpose. Does not replace adult supervision on escalators.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-032.
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Goal
By the annual IEP review date, during a community outing with an escalator or elevator on the route, the student will follow the escalator or elevator routine with the group, performing all 6 steps independently, on 4 consecutive recorded rides, as measured by a task-analysis checklist collected every ride on outings and practice sessions.
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 goal341 characters
- By the annual IEP review date, during a community outing with an escalator or elevator on the route, the student will follow the escalator or elevator routine with the group, performing all 6 steps independently, on 4 consecutive recorded rides, as measured by a task-analysis checklist collected every ride on outings and practice sessions.
- Timeframe
- By the annual IEP review date
- Condition
- During a community outing with an escalator or elevator on the route
- Behavior
- The student will follow the escalator or elevator routine with the group
- Criteria
- Performing all 6 steps independently, on 4 consecutive recorded rides
- Evaluation method
- A task-analysis checklist
- Schedule
- Every ride on outings and practice sessions
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 4 consecutive recorded rides
- Collection schedule:
- every ride on outings and practice sessions
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a community outing with an escalator or elevator on the route, the student will follow the escalator or elevator routine with the group, performing all 6 steps independently, on 4 consecutive recorded rides, as measured by a task-analysis checklist collected every ride on outings and practice sessions.
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 for the adult's signal before getting on | ||||||||
| 2. Step on with the group | ||||||||
| 3. Hold the handrail or stand away from the doors | ||||||||
| 4. Keep feet and hands away from edges and gaps | ||||||||
| 5. Step off and move clear of the landing or doorway | ||||||||
| 6. Wait for the rest of the group before moving on | ||||||||
| 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.