Street Crossing & Stranger Safety IEP goals
12 templates across 4 skills: orientation & mobility, community & safety skills, safety behaviors, self-advocacy. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
12 templates · 4 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Orientation & Mobility Vision, Hearing & Assistive Technology
Stop at curbs and drop-offs
Detecting drop-offs
By the annual IEP review date, when traveling a campus or neighborhood route with curbs, stairs down, or platform edges, the student will stop when the cane drops off an edge, explore the edge with the cane, and step down or turn only after checking it independently in 6 of 6 opportunities, across 4 consecutive O&M lessons, as measured by direct observation collected during each O&M lesson.
Cross at a stop-sign intersection
Street crossings: stop-sign intersections
By the annual IEP review date, during an O&M lesson at a residential stop-sign-controlled intersection, with the O&M specialist close beside the student, the student will find the curb, align to cross, listen to traffic, start crossing when it is safe, and reach the opposite curb, performing all 8 steps independently, across 5 consecutive crossings, as measured by a task-analysis checklist collected during each O&M lesson.
Community & Safety Skills Functional & Independence Skills
Cross the street at a signalized crosswalk
Crossing at a signal
By the annual IEP review date, at a signalized crosswalk during a community-based instruction walk, the student will cross the street following the crosswalk routine with an adult walking behind, performing all 7 steps independently, on 4 of 5 consecutive crossings, as measured by a task-analysis checklist collected at each community walk (at least weekly).
Cross a street without a signal after checking for traffic
Crossing without a signal
By the annual IEP review date, at a residential street crossing without a signal during a community walk, the student will cross the street after stopping and checking for traffic in both directions with an adult walking behind, performing all 6 steps independently, on 4 of 5 consecutive crossings, as measured by a task-analysis checklist collected at each community walk (at least weekly).
Safety Behaviors Behavior & Classroom Expectations
Wait at the door or curb until the adult gives the go signal
Waiting at doors and boundaries
By the annual IEP review date, when the group reaches an exterior door, the bus loading area, or a curb during a walk, the student will stop at the marked waiting spot and wait for the adult's go signal before crossing or going through independently in 10 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily, each door or curb, summarized weekly.
Self-Advocacy Social-Emotional & Communication
Decline to share personal information when asked by a peer or stranger
Protecting personal information
By the annual IEP review date, when a peer, an unfamiliar person, or an online contact asks for personal information (such as password, address, phone number, photos) or asks them to keep a secret from adults, the student will decline to share the information (such as "I don't give that out") and, if the request came from an unfamiliar person or online, tell a trusted adult independently in at least 4 of 5 opportunities, across 3 consecutive monthly probe sets, as measured by opportunity-by-opportunity data collected monthly role-play and message probes plus any reported real events.
Street crossing and stranger safety goals come from community safety, orientation and mobility, safety behavior, and self-advocacy. They cover waiting at the curb, crossing at a signal or a stop sign, checking for traffic where there is no signal, walking safely through a parking lot, using accessible pedestrian signals, and responding to an unfamiliar adult who approaches or asks for personal information. Good goals name the setting, the steps, and the support, and they are taught in real places once role-play is solid. Because these are safety skills, the target is every opportunity or every step, not a percentage short of all of them. Orientation and mobility specialists lead street crossing goals for students with visual impairments.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
Frequently asked questions
How do I write an IEP goal for crossing the street?
List the crossing steps and the location type. For example: at a signalized crosswalk on a community outing, the student will complete all 6 steps of the crossing routine on 5 consecutive crossings. Safety goals target every step.
How is stranger safety taught without scaring the student?
Teach clear rules about what safe and unsafe requests look like and who the student can go to, and practice with role-play using familiar staff as actors. Keep the focus on what to do, not on fear.
IEP Atlas Pro
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