Use a map app to rejoin the group
When to use this goal
For older students who travel in the community with more independence and carry a phone, and who could use it to get back to a known place when turned around. Present levels in phone use and in reading a map app decide fit. Staff shadow the student during practice.
- Baseline
- Use 2 or 3 short practice routes with staff following. Each step is part of getting back safely, so the target is every step.
- Tips
- Teach using the phone only when stopped. Location sharing with family is the family's choice. Start with routes of two or three blocks on familiar streets.
- Limits
- Phones die and apps fail; teach the help card plan too (fn-cs-029). Not for students whose safety plan requires constant staff proximity.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-048.
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Goal
By the annual IEP review date, during community-based instruction, when the student is asked to return to the meeting place from a nearby block, the student will open the map app, enter the saved meeting place, and follow the walking route back, performing all 6 steps independently, across 3 consecutive practice routes, as measured by direct observation collected at each community-based instruction session with a planned route.
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. Direct observation 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 goal431 characters
- By the annual IEP review date, during community-based instruction, when the student is asked to return to the meeting place from a nearby block, the student will open the map app, enter the saved meeting place, and follow the walking route back, performing all 6 steps independently, across 3 consecutive practice routes, as measured by direct observation collected at each community-based instruction session with a planned route.
- Timeframe
- By the annual IEP review date
- Condition
- During community-based instruction, when the student is asked to return to the meeting place from a nearby block
- Behavior
- The student will open the map app, enter the saved meeting place, and follow the walking route back
- Criteria
- Performing all 6 steps independently, across 3 consecutive practice routes
- Evaluation method
- Direct observation
- Schedule
- At each community-based instruction session with a planned route
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:
- across 3 consecutive practice routes
- Collection schedule:
- at each community-based instruction session with a planned route
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during community-based instruction, when the student is asked to return to the meeting place from a nearby block, the student will open the map app, enter the saved meeting place, and follow the walking route back, performing all 6 steps independently, across 3 consecutive practice routes, as measured by direct observation collected at each community-based instruction session with a planned route.
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 in a safe spot away from the street to use the phone | ||||||||
| 2. Opens the map app and finds the saved meeting place | ||||||||
| 3. Chooses walking directions | ||||||||
| 4. Follows the route, checking the blue dot at each corner | ||||||||
| 5. Crosses streets at crosswalks with the signal | ||||||||
| 6. Arrives at the meeting place and texts the group leader | ||||||||
| 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.