Move through a crowded hallway without bumping into others
When to use this goal
For students who collide with peers, walk into door frames, or stand too close in line, because they misjudge the space their body takes up and the space around them. Base the choice on counting contacts during hallway transitions at baseline; this often overlaps with attention and social awareness.
- Baseline
- Count contacts (bumping a person, touching a wall or door frame, stepping on a heel) during five transitions on the same route. Note whether contacts happen in crowds only or in open space too; open-space contacts point to body awareness and crowded-only contacts point to planning a path. Rule out vision problems.
- Tips
- The classroom teacher or a hallway monitor can count contacts on a fixed route. Teach a concrete rule (arm's length, walk on the right) and practice in an empty hallway first. This supports social acceptance; peers notice bumping even when adults do not.
- Limits
- Crowd density varies; keep a fixed route and time. Contacts caused by other students should not count; decide the rule in advance. Students with vision loss need orientation and mobility input rather than this goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-gm-025.
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Goal
By the annual IEP review date, during a passing period in a crowded hallway on a fixed route, the student will reduce bumping into people or objects while moving through the space to no more than 1 time per hallway transition, on 4 of 5 consecutive observed transitions, as measured by frequency recording collected twice weekly on the fixed route.
Baseline: 4 times per hallway transition.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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
- 4 times per hallway transition.
- Annual goal348 characters
- By the annual IEP review date, during a passing period in a crowded hallway on a fixed route, the student will reduce bumping into people or objects while moving through the space to no more than 1 time per hallway transition, on 4 of 5 consecutive observed transitions, as measured by frequency recording collected twice weekly on the fixed route.
- Timeframe
- By the annual IEP review date
- Condition
- During a passing period in a crowded hallway on a fixed route
- Behavior
- The student will reduce bumping into people or objects while moving through the space
- Criteria
- No more than 1 time per hallway transition, on 4 of 5 consecutive observed transitions
- Evaluation method
- Frequency recording
- Schedule
- Twice weekly on the fixed route
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- no more than 1 time per hallway transition
- Mastery rule:
- on 4 of 5 consecutive observed transitions
- Collection schedule:
- twice weekly on the fixed route
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a passing period in a crowded hallway on a fixed route, the student will reduce bumping into people or objects while moving through the space to no more than 1 time per hallway transition, on 4 of 5 consecutive observed transitions, as measured by frequency recording collected twice weekly on the fixed route.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per hallway transition.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.