Line up and walk with the class through the hallway
When to use this goal
For students who leave the line, stop, or need repeated prompts during hallway travel while the class stays together. Base the choice on observation of several hallway trips; students who run from the group need a safety plan rather than this routine goal alone.
- 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 at least one short and one long hallway trip; distance and the number of stops change the difficulty.
- Tips
- Choose a line spot that reduces the chance of bumping (near the front or near the teacher). Mark steps from what the escorting adult can see; a second observer is not required. Review the steps with the class as a whole so the student is not singled out.
- Limits
- Counting independent steps does not show how long the trip took or how safe the behavior was; add a safety note on the sheet. Crowded hallways at arrival and dismissal are harder than mid-day transitions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-rt-008.
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Goal
By the annual IEP review date, when the teacher calls the class to line up for a transition to another room, the student will line up and walk with the class to the destination, performing at least 5 of 6 steps independently, on 4 of 5 consecutive observed transitions, as measured by a task-analysis checklist collected two hallway transitions per day, three days per week.
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 Functional Routines.
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 - Functional Routines
- Baseline
- 2 of 6 steps independently.
- Annual goal374 characters
- By the annual IEP review date, when the teacher calls the class to line up for a transition to another room, the student will line up and walk with the class to the destination, performing at least 5 of 6 steps independently, on 4 of 5 consecutive observed transitions, as measured by a task-analysis checklist collected two hallway transitions per day, three days per week.
- Timeframe
- By the annual IEP review date
- Condition
- When the teacher calls the class to line up for a transition to another room
- Behavior
- The student will line up and walk with the class to the destination
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive observed transitions
- Evaluation method
- A task-analysis checklist
- Schedule
- Two hallway transitions per day, three days per week
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 5 of 6 steps independently
- Mastery rule:
- on 4 of 5 consecutive observed transitions
- Collection schedule:
- two hallway transitions per day, three days per week
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the teacher calls the class to line up for a transition to another room, the student will line up and walk with the class to the destination, performing at least 5 of 6 steps independently, on 4 of 5 consecutive observed transitions, as measured by a task-analysis checklist collected two hallway transitions per day, three days per week.
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 the current activity when the line-up signal is given | ||||||||
| 2. Walks to the line and stands in the assigned spot | ||||||||
| 3. Keeps hands at sides or holding own materials | ||||||||
| 4. Walks when the line moves and stops when the line stops | ||||||||
| 5. Stays behind the person in front without passing | ||||||||
| 6. Enters the destination room and goes to the expected spot | ||||||||
| 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 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.