Follow the community outing routine
When to use this goal
For students in a program with weekly community-based instruction who know the destinations but wait for staff to direct each part of the outing. Present levels in following a written or picture plan decide fit. Street safety steps are measured separately in community-safety goals.
- 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. Use the same destination for at least two baseline outings so differences reflect the student, not the place.
- Tips
- Write the outing plan with the student when possible, including the purpose of the trip. The activity step can be a separate goal (shopping, ordering). Keep student-to-staff ratios in the outing plan, not in the goal.
- Limits
- Not a substitute for a supervision plan, and does not measure street crossing. Program budgets and weather limit outings.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-rt-037.
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Goal
By the annual IEP review date, during a weekly community-based instruction outing, given a written or picture outing plan, the student will complete the outing routine from leaving the classroom to returning, performing at least 7 of 8 steps independently, across 3 consecutive outings, as measured by direct observation collected at every weekly outing.
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 goal354 characters
- By the annual IEP review date, during a weekly community-based instruction outing, given a written or picture outing plan, the student will complete the outing routine from leaving the classroom to returning, performing at least 7 of 8 steps independently, across 3 consecutive outings, as measured by direct observation collected at every weekly outing.
- Timeframe
- By the annual IEP review date
- Condition
- During a weekly community-based instruction outing, given a written or picture outing plan
- Behavior
- The student will complete the outing routine from leaving the classroom to returning
- Criteria
- Performing at least 7 of 8 steps independently, across 3 consecutive outings
- Evaluation method
- Direct observation
- Schedule
- At every weekly outing
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 3 consecutive outings
- Collection schedule:
- at every weekly outing
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a weekly community-based instruction outing, given a written or picture outing plan, the student will complete the outing routine from leaving the classroom to returning, performing at least 7 of 8 steps independently, across 3 consecutive outings, as measured by direct observation collected at every weekly outing.
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. Checks the outing plan before leaving | ||||||||
| 2. Packs the bag with wallet, ID, phone, and any list needed | ||||||||
| 3. Gets in the van or walks out with the group and buckles up if riding | ||||||||
| 4. Gets out at the destination and waits with the group | ||||||||
| 5. Does the planned activity at the destination | ||||||||
| 6. Returns to the meeting spot at the time on the plan | ||||||||
| 7. Rides or walks back with the group | ||||||||
| 8. Unpacks and returns shared items in the classroom | ||||||||
| 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.