Walk with the class in the hallway keeping pace and position
When to use this goal
For students who fall behind the line, bump into the student ahead, drift to the wall, or stop while the class moves between rooms, because of slow walking, poor body awareness, or fatigue. Use timing the student's transitions against the class during baseline to decide the starting target.
- Baseline
- Time the student on the same route three times and time the class once; record where the student falls behind (start, stairs, doorways). Note whether the problem is walking speed, stopping to look at things, or fatigue, since each has a different fix. Keep the route identical for data.
- Tips
- The classroom teacher or aide can time this with a phone. For young students, a place near the front and a job (door holder) often fixes drifting without a goal; try that first. For students who tire, the PT may suggest a shorter route or planned rest.
- Limits
- Transition time depends on the whole class, doors, and crowding; use a fixed route and note disruptions. Students using mobility devices need the mobility template. Does not measure behavior in line beyond position.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-gm-004.
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Goal
By the annual IEP review date, during the class transition from the classroom to the cafeteria or gym, the student will independently complete the walk staying within one arm's length of the student ahead without stopping within 3 minutes, on 4 of 5 consecutive observed transitions, as measured by duration recording collected twice weekly on a fixed route.
Baseline: 5 minutes.
- 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. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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 Gross Motor Skills.
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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Gross Motor Skills
- Baseline
- 5 minutes.
- Annual goal358 characters
- By the annual IEP review date, during the class transition from the classroom to the cafeteria or gym, the student will independently complete the walk staying within one arm's length of the student ahead without stopping within 3 minutes, on 4 of 5 consecutive observed transitions, as measured by duration recording collected twice weekly on a fixed route.
- Timeframe
- By the annual IEP review date
- Condition
- During the class transition from the classroom to the cafeteria or gym
- Behavior
- The student will independently complete the walk staying within one arm's length of the student ahead without stopping
- Criteria
- Within 3 minutes, on 4 of 5 consecutive observed transitions
- Evaluation method
- Duration recording
- Schedule
- Twice weekly on a fixed route
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- within 3 minutes
- Mastery rule:
- on 4 of 5 consecutive observed transitions
- Collection schedule:
- twice weekly on a fixed route
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during the class transition from the classroom to the cafeteria or gym, the student will independently complete the walk staying within one arm's length of the student ahead without stopping within 3 minutes, on 4 of 5 consecutive observed transitions, as measured by duration recording collected twice weekly on a fixed route.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at or below the target (3 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.