Find a new route after one guided walk
When to use this goal
For students starting at a new building or schedule whose present levels show getting lost on routes walked with an adult, often with significant support needs or after a brain injury. Uses a map or photo route card as a memory aid. Present levels decide the route length.
- Baseline
- After one guided walk, have the student lead the route five times over several days with an adult following. Score each trip as reached without wrong turns, or not. Note where errors happen; they often cluster at stairwells and hallway junctions.
- Tips
- Teach the student to name landmarks at each turn during the guided walk. Fade the adult distance on purpose. Use routes that matter: to the cafeteria, the nurse, the bus, the job site break room.
- Limits
- Safety plans for students who may leave supervised areas stay in place. Crowded passing periods are harder than quiet practice; note the time of each trip.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-wm-029.
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Goal
By the annual IEP review date, after one guided walk of a new route between classes in the school building, the student will walk the route to the destination, checking the map or photo route card at each turn independently in at least 4 of 5 opportunities, across 2 consecutive new routes, as measured by direct observation collected daily during the first weeks of a new schedule.
Baseline: 1 of 5 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 Working Memory Strategies.
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 - Working Memory Strategies
- Baseline
- 1 of 5 opportunities.
- Annual goal382 characters
- By the annual IEP review date, after one guided walk of a new route between classes in the school building, the student will walk the route to the destination, checking the map or photo route card at each turn independently in at least 4 of 5 opportunities, across 2 consecutive new routes, as measured by direct observation collected daily during the first weeks of a new schedule.
- Timeframe
- By the annual IEP review date
- Condition
- After one guided walk of a new route between classes in the school building
- Behavior
- The student will walk the route to the destination, checking the map or photo route card at each turn independently
- Criteria
- In at least 4 of 5 opportunities, across 2 consecutive new routes
- Evaluation method
- Direct observation
- Schedule
- Daily during the first weeks of a new schedule
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 at least 4 of 5 opportunities
- Mastery rule:
- across 2 consecutive new routes
- Collection schedule:
- daily during the first weeks of a new schedule
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, after one guided walk of a new route between classes in the school building, the student will walk the route to the destination, checking the map or photo route card at each turn independently in at least 4 of 5 opportunities, across 2 consecutive new routes, as measured by direct observation collected daily during the first weeks of a new schedule.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.