Travel to and from specials with the class
When to use this goal
For elementary students who need an adult escort to art, music, PE, or library, or who stop, run ahead, or turn back on the way. Present levels decide fit, not grade. Finding the seat in the specials room is a separate functional routines goal; this one covers the trip there and back.
- Baseline
- Observe trips to at least two different specials. Observe the transition on at least 3 days and mark each step as independent, done with a named prompt (gesture, picture, verbal, physical), or not done. Count only independent steps.
- Tips
- Specials teachers can mark the steps at their end. A day with a substitute or an assembly is worth noting on the sheet. Walking in the hall itself is covered by functional routines goals if that is the main need.
- Limits
- Covers the trip, not behavior inside the specials room. Each specials room may differ, so check that the student succeeds across rooms before calling it mastered.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-st-007.
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Goal
By the annual IEP review date, when the class goes to and from a specials class, the student will complete the steps of traveling to and from a specials class, performing at least 7 of 8 steps independently, on 4 of 5 consecutive specials days, as measured by a task-analysis checklist collected at every specials class.
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. 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 Transitions Between Activities.
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 - Transitions Between Activities
- Baseline
- 3 of 8 steps independently.
- Annual goal320 characters
- By the annual IEP review date, when the class goes to and from a specials class, the student will complete the steps of traveling to and from a specials class, performing at least 7 of 8 steps independently, on 4 of 5 consecutive specials days, as measured by a task-analysis checklist collected at every specials class.
- Timeframe
- By the annual IEP review date
- Condition
- When the class goes to and from a specials class
- Behavior
- The student will complete the steps of traveling to and from a specials class
- Criteria
- Performing at least 7 of 8 steps independently, on 4 of 5 consecutive specials days
- Evaluation method
- A task-analysis checklist
- Schedule
- At every specials class
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:
- on 4 of 5 consecutive specials days
- Collection schedule:
- at every specials class
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the class goes to and from a specials class, the student will complete the steps of traveling to and from a specials class, performing at least 7 of 8 steps independently, on 4 of 5 consecutive specials days, as measured by a task-analysis checklist collected at every specials class.
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. Stop the current task when the teacher calls the class | ||||||||
| 2. Get any item needed for the special (such as library book or water bottle) | ||||||||
| 3. Join the line at the door | ||||||||
| 4. Walk with the class to the specials room | ||||||||
| 5. Enter the specials room and hand off to the specials teacher | ||||||||
| 6. Join the line when the specials class ends | ||||||||
| 7. Walk with the class back to the classroom | ||||||||
| 8. Enter the classroom and go to the next activity | ||||||||
| 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.