Cross the street at a signalized crosswalk
When to use this goal
For students who walk in the community with staff and could cross on their own if they used the signal and looked for turning cars. Base the choice on observation during community trips and present levels in stopping on cue; an adult stays within reach until the data show independence.
- Baseline
- Observe the routine on at least 3 occasions before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Baseline at a quiet signalized crossing first; a busy intersection with turning traffic is the annual condition, not the starting one.
- Tips
- An adult is always present for safety; independence refers to prompts, not supervision. Teach the look-left-right-left step with real traffic, not only in a hallway simulation. Record the intersection used, because layouts differ.
- Limits
- Steps performed on a quiet street may not hold on a busy one; generalize across at least two crossings. Students who run or bolt need a behavior safety plan before this goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-001.
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Goal
By the annual IEP review date, at a signalized crosswalk during a community-based instruction walk, the student will cross the street following the crosswalk routine with an adult walking behind, performing all 7 steps independently, on 4 of 5 consecutive crossings, as measured by a task-analysis checklist collected at each community walk (at least weekly).
Baseline: 2 of 7 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 Community & Safety Skills.
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
- Functional & Independence Skills - Community & Safety Skills
- Baseline
- 2 of 7 steps independently.
- Annual goal359 characters
- By the annual IEP review date, at a signalized crosswalk during a community-based instruction walk, the student will cross the street following the crosswalk routine with an adult walking behind, performing all 7 steps independently, on 4 of 5 consecutive crossings, as measured by a task-analysis checklist collected at each community walk (at least weekly).
- Timeframe
- By the annual IEP review date
- Condition
- At a signalized crosswalk during a community-based instruction walk
- Behavior
- The student will cross the street following the crosswalk routine with an adult walking behind
- Criteria
- Performing all 7 steps independently, on 4 of 5 consecutive crossings
- Evaluation method
- A task-analysis checklist
- Schedule
- At each community walk (at least weekly)
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 7 steps independently
- Mastery rule:
- on 4 of 5 consecutive crossings
- Collection schedule:
- at each community walk (at least weekly)
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at a signalized crosswalk during a community-based instruction walk, the student will cross the street following the crosswalk routine with an adult walking behind, performing all 7 steps independently, on 4 of 5 consecutive crossings, as measured by a task-analysis checklist collected at each community walk (at least weekly).
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. Stops at the curb behind the crosswalk line | ||||||||
| 2. Presses the pedestrian button if there is one | ||||||||
| 3. Waits until the walk signal shows | ||||||||
| 4. Looks left, right, and left again, and checks for turning cars | ||||||||
| 5. Walks inside the crosswalk lines at a steady pace | ||||||||
| 6. Keeps looking for cars while crossing | ||||||||
| 7. Steps onto the far sidewalk and moves away from the curb | ||||||||
| 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 7).
- 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.