Move to positions named by spatial words
When to use this goal
For young children who are blind or have low vision and are building the body and spatial concepts that O&M depends on (in front of, behind, beside, left, right, toward, away). Present levels from a concept checklist decide which words to teach.
- Baseline
- Probe each concept twice with the body and twice with an object. Record which concepts the child shows reliably so instruction starts with the next ones.
- Tips
- Teach concepts through movement and real objects, not worksheets. Use the same words every adult uses during the day.
- Limits
- Concepts shown in a game may not carry to travel right away; check them on routes too. Left and right often come later than other concepts. This goal builds readiness and is not a travel goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-om-003.
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Goal
By the annual IEP review date, during an O&M lesson or movement game, given a direction with a spatial word and a familiar object or person, the student will move their body or an object to the position named (such as in front of the chair or beside the door) independently in 6 of 6 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each O&M lesson.
Baseline: 2 of 6 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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 Orientation & Mobility.
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
- Vision, Hearing & Assistive Technology - Orientation & Mobility
- Baseline
- 2 of 6 opportunities.
- Annual goal410 characters
- By the annual IEP review date, during an O&M lesson or movement game, given a direction with a spatial word and a familiar object or person, the student will move their body or an object to the position named (such as in front of the chair or beside the door) independently in 6 of 6 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each O&M lesson.
- Timeframe
- By the annual IEP review date
- Condition
- During an O&M lesson or movement game, given a direction with a spatial word and a familiar object or person
- Behavior
- The student will move their body or an object to the position named (such as in front of the chair or beside the door) independently
- Criteria
- In 6 of 6 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each O&M lesson
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in 6 of 6 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- during each O&M lesson
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during an O&M lesson or movement game, given a direction with a spatial word and a familiar object or person, the student will move their body or an object to the position named (such as in front of the chair or beside the door) independently in 6 of 6 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each O&M lesson.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.