Walk a familiar community route using landmarks
When to use this goal
For students who will walk to a job site, store, or bus stop near school or home and who currently follow the adult rather than the route. Base the choice on present levels in street crossing (fn-cs-001, fn-cs-002) and in recognizing landmarks; staff follow at a distance until data show independence.
- Baseline
- Divide the route into 6 decision points (turns and crossings) and record for each whether the student made the correct move without a prompt. Note where the student hesitates; those landmarks need to be more visible on the route card.
- Tips
- Choose a route the student will actually use. Teach what to do if lost (stop, call the contact, ask a helper) before fading staff distance. Photograph the real landmarks for the route card and update it if construction changes them.
- Limits
- Only the practiced route is learned; a new route restarts the process. Weather, crowds, and detours change the route; staff must stay close on those days.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-019.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, on a planned route of 3 to 6 blocks from the school to a community site, with staff walking behind, the student will walk the route to the destination using the landmarks independently with staff walking behind in 6 of 6 opportunities, across 3 consecutive walks, as measured by direct observation collected weekly during community walks.
Baseline: 2 of 6 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 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 opportunities.
- Annual goal369 characters
- By the annual IEP review date, on a planned route of 3 to 6 blocks from the school to a community site, with staff walking behind, the student will walk the route to the destination using the landmarks independently with staff walking behind in 6 of 6 opportunities, across 3 consecutive walks, as measured by direct observation collected weekly during community walks.
- Timeframe
- By the annual IEP review date
- Condition
- On a planned route of 3 to 6 blocks from the school to a community site, with staff walking behind
- Behavior
- The student will walk the route to the destination using the landmarks independently with staff walking behind
- Criteria
- In 6 of 6 opportunities, across 3 consecutive walks
- Evaluation method
- Direct observation
- Schedule
- Weekly during community walks
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 6 of 6 opportunities
- Mastery rule:
- across 3 consecutive walks
- Collection schedule:
- weekly during community walks
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, on a planned route of 3 to 6 blocks from the school to a community site, with staff walking behind, the student will walk the route to the destination using the landmarks independently with staff walking behind in 6 of 6 opportunities, across 3 consecutive walks, as measured by direct observation collected weekly during community walks.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.