Move between classes within the passing period
When to use this goal
Fits secondary students who arrive late to every class because walking speed, stairs, crowds, or a mobility device make the route slow, or who leave early and miss instruction. Base the choice on timing the student's actual routes during baseline, compared with the passing period length.
- Baseline
- Time the student on each regular route for a week and note which ones exceed the passing period. Identify the slow points (stairs, a heavy door, the locker) and whether rest stops are needed; some are facility issues and some are endurance. Early release is a common accommodation; the goal is useful when the team wants to reduce it.
- Tips
- A hallway monitor or the receiving teacher can note arrival time. Pair with an endurance goal in the fitness skill if fatigue is the cause. Discuss the locker location with administration; a locker near the student's classes often solves half the problem.
- Limits
- Routes vary by period; measure one or two fixed routes. Crowd density changes daily. Early release and elevator use may remain permanent accommodations, and that is a reasonable endpoint.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-gm-021.
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Goal
By the annual IEP review date, during the passing period between two classes on a fixed route of at least 300 feet, the student will complete the route and arrive at the next class seated and ready independently within 4 minutes, on 4 of 5 consecutive observed passing periods, as measured by duration recording collected twice weekly on the fixed route.
Baseline: 7 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
- 7 minutes.
- Annual goal354 characters
- By the annual IEP review date, during the passing period between two classes on a fixed route of at least 300 feet, the student will complete the route and arrive at the next class seated and ready independently within 4 minutes, on 4 of 5 consecutive observed passing periods, as measured by duration recording collected twice weekly on the fixed route.
- Timeframe
- By the annual IEP review date
- Condition
- During the passing period between two classes on a fixed route of at least 300 feet
- Behavior
- The student will complete the route and arrive at the next class seated and ready independently
- Criteria
- Within 4 minutes, on 4 of 5 consecutive observed passing periods
- Evaluation method
- Duration recording
- Schedule
- Twice weekly on the 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 4 minutes
- Mastery rule:
- on 4 of 5 consecutive observed passing periods
- Collection schedule:
- twice weekly on the fixed route
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during the passing period between two classes on a fixed route of at least 300 feet, the student will complete the route and arrive at the next class seated and ready independently within 4 minutes, on 4 of 5 consecutive observed passing periods, as measured by duration recording collected twice weekly on the 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 (4 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.