Walk with the class holding the rope or a partner's hand
When to use this goal
Fits young children who let go, sit down, or run ahead when the class walks to the playground, the bus, or another room. Base the choice on observation on several walks and present levels in stopping on cue; for older students, the hallway line routine is fn-rt-008.
- Baseline
- Observe the routine on at least 3 typical days 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. Observe a short walk and a long one; many children manage the hallway and lose the routine on the way to the playground.
- Tips
- Place the child near an adult on the rope. Praise holding on during the walk, not only at the end. Fade the adult from holding the hand to walking beside, to walking behind. This is also a safety goal; keep an adult within reach until data hold.
- Limits
- Walks are short, so step counts change quickly; look for consistency across a week. A child who bolts needs a safety plan in addition to this routine.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-pk-022.
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Goal
By the annual IEP review date, when the class walks to the playground or another room using a walking rope, the student will walk with the class to the destination following the walking routine, performing at least 4 of 5 steps independently, on 4 of 5 consecutive walks, as measured by a task-analysis checklist collected daily on one class walk.
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 Preschool & Kindergarten Readiness.
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 - Preschool & Kindergarten Readiness
- Baseline
- 1 of 5 steps independently.
- Annual goal347 characters
- By the annual IEP review date, when the class walks to the playground or another room using a walking rope, the student will walk with the class to the destination following the walking routine, performing at least 4 of 5 steps independently, on 4 of 5 consecutive walks, as measured by a task-analysis checklist collected daily on one class walk.
- Timeframe
- By the annual IEP review date
- Condition
- When the class walks to the playground or another room using a walking rope
- Behavior
- The student will walk with the class to the destination following the walking routine
- Criteria
- Performing at least 4 of 5 steps independently, on 4 of 5 consecutive walks
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily on one class walk
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 at least 4 of 5 steps independently
- Mastery rule:
- on 4 of 5 consecutive walks
- Collection schedule:
- daily on one class walk
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the class walks to the playground or another room using a walking rope, the student will walk with the class to the destination following the walking routine, performing at least 4 of 5 steps independently, on 4 of 5 consecutive walks, as measured by a task-analysis checklist collected daily on one class walk.
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. Takes the rope handle or the partner's hand when told | ||||||||
| 2. Walks when the group walks and stops when the group stops | ||||||||
| 3. Keeps holding on for the whole walk | ||||||||
| 4. Walks at the group's pace without pulling ahead or sitting down | ||||||||
| 5. Lets go and enters the destination when told | ||||||||
| 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: 4 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.