Arrange a community outing from start to finish
When to use this goal
For transition-age students who join community trips that staff plan and who need to plan outings themselves for adult life (a movie, a store run, a visit to a park). Present levels in reading, money, and travel, not grade, decide which steps get supports.
- Baseline
- Ask the student to plan an outing with a blank sheet and score the steps. Note which steps they skip; cost and backup plans are common gaps.
- Tips
- Let the student pick places they want to go. Use real apps (transit, maps, store hours). Pair with travel training for the trip itself. Safety on the trip is the staff's job; the plan is the student's.
- Limits
- Community trips are limited by program schedules. This goal does not replace staff supervision or a travel safety plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-pl-022.
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Goal
By the annual IEP review date, during a transition class, when planning a community-based instruction trip as the trip leader, the student will complete the outing planning routine before the trip, performing at least 7 of 8 steps independently, on 3 consecutive planned outings, as measured by a task-analysis checklist collected with each planned outing.
Baseline: 2 of 8 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 Planning.
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
- Executive Function - Planning
- Baseline
- 2 of 8 steps independently.
- Annual goal356 characters
- By the annual IEP review date, during a transition class, when planning a community-based instruction trip as the trip leader, the student will complete the outing planning routine before the trip, performing at least 7 of 8 steps independently, on 3 consecutive planned outings, as measured by a task-analysis checklist collected with each planned outing.
- Timeframe
- By the annual IEP review date
- Condition
- During a transition class, when planning a community-based instruction trip as the trip leader
- Behavior
- The student will complete the outing planning routine before the trip
- Criteria
- Performing at least 7 of 8 steps independently, on 3 consecutive planned outings
- Evaluation method
- A task-analysis checklist
- Schedule
- With each planned outing
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 7 of 8 steps independently
- Mastery rule:
- on 3 consecutive planned outings
- Collection schedule:
- with each planned outing
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a transition class, when planning a community-based instruction trip as the trip leader, the student will complete the outing planning routine before the trip, performing at least 7 of 8 steps independently, on 3 consecutive planned outings, as measured by a task-analysis checklist collected with each planned outing.
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. Chooses the destination and checks its hours | ||||||||
| 2. Picks a day and a start and end time | ||||||||
| 3. Chooses transportation and checks the route or schedule | ||||||||
| 4. Estimates the cost (fares, tickets, food) and the money needed | ||||||||
| 5. Lists items to bring (ID, phone, pass, money) | ||||||||
| 6. Tells or texts the plan to a family member or staff | ||||||||
| 7. Sets a reminder for leaving time | ||||||||
| 8. Writes a backup plan if the bus is late or the place is closed | ||||||||
| 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: 7 of 8).
- 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.