Follow the field trip routine with the class
When to use this goal
For students who go on class trips but need an adult beside them at every step of the day. Present levels in following a schedule, staying with a group, and using a picture or written itinerary decide fit. Safety steps stay with the adults; this goal measures the routine parts the student can carry out.
- 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. Trips are rare; use one practice trip and one real trip for baseline, and note crowd size and noise at each stop.
- Tips
- Send the itinerary home in advance with photos of the place if the venue has them. Assign the same group leader for every trip. The street and parking lot steps belong to the adults and to fn-cs goals.
- Limits
- Few opportunities a year, so this suits a multi-year plan or a program with regular community trips. Does not replace the trip's supervision plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-rt-032.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a class field trip to a museum, farm, or park, given a picture itinerary on a lanyard, the student will follow the field trip itinerary from boarding the bus to returning to school, performing at least 7 of 8 steps independently, across 2 consecutive trips, as measured by direct observation collected at every class trip and practice trip.
Baseline: 3 of 8 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 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
- 3 of 8 steps independently.
- Annual goal378 characters
- By the annual IEP review date, during a class field trip to a museum, farm, or park, given a picture itinerary on a lanyard, the student will follow the field trip itinerary from boarding the bus to returning to school, performing at least 7 of 8 steps independently, across 2 consecutive trips, as measured by direct observation collected at every class trip and practice trip.
- Timeframe
- By the annual IEP review date
- Condition
- During a class field trip to a museum, farm, or park, given a picture itinerary on a lanyard
- Behavior
- The student will follow the field trip itinerary from boarding the bus to returning to school
- Criteria
- Performing at least 7 of 8 steps independently, across 2 consecutive trips
- Evaluation method
- Direct observation
- Schedule
- At every class trip and practice trip
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 7 of 8 steps independently
- Mastery rule:
- across 2 consecutive trips
- Collection schedule:
- at every class trip and practice trip
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a class field trip to a museum, farm, or park, given a picture itinerary on a lanyard, the student will follow the field trip itinerary from boarding the bus to returning to school, performing at least 7 of 8 steps independently, across 2 consecutive trips, as measured by direct observation collected at every class trip and practice trip.
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. Boards the bus and sits in the assigned seat | ||||||||
| 2. Finds the group leader when the group gets off the bus | ||||||||
| 3. Checks the itinerary for the first stop | ||||||||
| 4. Moves with the group to each stop on the itinerary | ||||||||
| 5. Eats lunch at the group's lunch spot and packs up when told | ||||||||
| 6. Goes to the meeting spot when the group leader calls the group together | ||||||||
| 7. Boards the bus for the return trip | ||||||||
| 8. Hands in the lanyard or itinerary at school | ||||||||
| 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: 7 of 8).
- 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.