Walk safely through a parking lot with an adult
When to use this goal
For young students who run ahead, let go of hands, or step between cars in parking lots and drop-off loops. Base the choice on observation at arrival and on community trips and present levels in responding to stop.
- 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. Daily arrival gives a reliable opportunity; use it for baseline rather than waiting for community trips.
- Tips
- Hand-holding is a support level, not a failure; fade it to walking beside the adult as the stop step becomes reliable. Backup lights are a teachable cue even for non-readers. Share the routine with families for store trips.
- Limits
- Young students who bolt need a behavior safety plan alongside this goal; the routine assumes the student can stop on cue. Weather and crowded lots change difficulty.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-003.
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Goal
By the annual IEP review date, when walking from the car or bus to the school entrance through the drop-off area, the student will walk through the parking lot following the safety routine beside the adult, performing all 5 steps independently, on 4 of 5 consecutive observed walks, as measured by a task-analysis checklist collected daily at arrival or at each community outing.
Baseline: 1 of 5 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
- 1 of 5 steps independently.
- Annual goal379 characters
- By the annual IEP review date, when walking from the car or bus to the school entrance through the drop-off area, the student will walk through the parking lot following the safety routine beside the adult, performing all 5 steps independently, on 4 of 5 consecutive observed walks, as measured by a task-analysis checklist collected daily at arrival or at each community outing.
- Timeframe
- By the annual IEP review date
- Condition
- When walking from the car or bus to the school entrance through the drop-off area
- Behavior
- The student will walk through the parking lot following the safety routine beside the adult
- Criteria
- Performing all 5 steps independently, on 4 of 5 consecutive observed walks
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at arrival or at each community 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 all 5 steps independently
- Mastery rule:
- on 4 of 5 consecutive observed walks
- Collection schedule:
- daily at arrival or at each community outing
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when walking from the car or bus to the school entrance through the drop-off area, the student will walk through the parking lot following the safety routine beside the adult, performing all 5 steps independently, on 4 of 5 consecutive observed walks, as measured by a task-analysis checklist collected daily at arrival or at each community 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. Waits at the vehicle or door until the adult says go | ||||||||
| 2. Walks beside the adult without running ahead | ||||||||
| 3. Stays in the walking lane or on the painted path | ||||||||
| 4. Stops at the curb or each crossing point until the adult says go | ||||||||
| 5. Looks for moving cars and backup lights before crossing a lane | ||||||||
| 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: 5 of 5).
- 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.