Follow a walking route with a map app
When to use this goal
For middle school students with a phone who can walk a familiar route but get lost on a new one. Needs reading or listening to turn-by-turn directions; present levels and community safety skills decide fit, not grade.
- Baseline
- Take the baseline on real trips, at least 3, with staff close enough to step in. Mark each step independent, prompted (note the prompt), or done by staff, and record where staff stood; a step done with staff right beside the student is not the same as one done with staff at a distance.
- Tips
- The crossing step uses the routine from the student's community-safety goal; every step is part of safe travel, so the target is all steps.
- Limits
- Solo travel is a team and family decision based on data, the travel plan, and the student's safety skills; this goal does not decide it. Street crossing and stranger responses are covered by community-safety goals. GPS can drift between tall buildings; teach checking street signs too.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ca-010.
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Goal
By the annual IEP review date, on a new walking route of a few blocks to a community destination, with staff walking a short distance behind, the student will follow the map app's directions to the destination, performing all 8 steps independently, on 3 consecutive new routes, as measured by a task-analysis checklist collected weekly.
Baseline: 2 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 Community Access & Travel.
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
- Transition & Postsecondary Skills - Community Access & Travel
- Baseline
- 2 of 8 steps independently.
- Annual goal336 characters
- By the annual IEP review date, on a new walking route of a few blocks to a community destination, with staff walking a short distance behind, the student will follow the map app's directions to the destination, performing all 8 steps independently, on 3 consecutive new routes, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- On a new walking route of a few blocks to a community destination, with staff walking a short distance behind
- Behavior
- The student will follow the map app's directions to the destination
- Criteria
- Performing all 8 steps independently, on 3 consecutive new routes
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
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 all 8 steps independently
- Mastery rule:
- on 3 consecutive new routes
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on a new walking route of a few blocks to a community destination, with staff walking a short distance behind, the student will follow the map app's directions to the destination, performing all 8 steps independently, on 3 consecutive new routes, as measured by a task-analysis checklist collected weekly.
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. Enters or selects the destination in the app | ||||||||
| 2. Chooses walking directions | ||||||||
| 3. Holds the phone so the arrow points the way the student faces | ||||||||
| 4. Starts walking in the direction shown | ||||||||
| 5. Stops at each corner and checks the next turn | ||||||||
| 6. Crosses streets following the student's crossing routine | ||||||||
| 7. Rechecks the app when the route seems wrong | ||||||||
| 8. Stops at the destination and confirms it on the app | ||||||||
| 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: 8 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.