Cross a street without a signal after checking for traffic
When to use this goal
For students who cross at signals with the routine learned (fn-cs-001) and need the harder skill of judging when it is safe without a signal. Base the choice on present levels in signalized crossing and the team's judgment about traffic judgment; this goal is for low-traffic residential streets.
- 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. The judgment step (waiting when a car is coming) needs real cars; plan the walk at a time with light but present traffic and record what the student did when a car appeared.
- Tips
- The adult decides whether a crossing is safe before the student acts; the student's judgment is recorded, not relied on, until data are strong. Teach the distance rule the team uses (cross only if no car is coming). Parking lots count because they are where many students cross.
- Limits
- Judging speed and distance is hard to teach and to measure; some students should always cross with a companion, and the IEP should say so. Weather and visibility change the task.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-002.
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Goal
By the annual IEP review date, at a residential street crossing without a signal during a community walk, the student will cross the street after stopping and checking for traffic in both directions with an adult walking behind, performing all 6 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 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 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 6 steps independently.
- Annual goal392 characters
- By the annual IEP review date, at a residential street crossing without a signal during a community walk, the student will cross the street after stopping and checking for traffic in both directions with an adult walking behind, performing all 6 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 residential street crossing without a signal during a community walk
- Behavior
- The student will cross the street after stopping and checking for traffic in both directions with an adult walking behind
- Criteria
- Performing all 6 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 6 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 residential street crossing without a signal during a community walk, the student will cross the street after stopping and checking for traffic in both directions with an adult walking behind, performing all 6 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 or edge of the road | ||||||||
| 2. Looks left, right, and left again | ||||||||
| 3. Waits if a car is coming and looks again after it passes | ||||||||
| 4. Crosses when no car is in sight or all cars are stopped, walking at a steady pace | ||||||||
| 5. Keeps looking while crossing | ||||||||
| 6. Steps onto the far side and moves away from the road | ||||||||
| 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.