Find a dropped object with a search pattern
When to use this goal
For young children who are blind or have low vision who lose items they drop and wait for an adult to pick them up. Present levels in sound localization and reaching decide fit.
- Baseline
- Plan five drops at different distances and record whether the child searches, searches after a cue, or waits for help. Note the search movement used.
- Tips
- Wait before helping; the skill grows only if adults pause. For safety, teach the child to squat with a hand up to protect the head when searching under a table.
- Limits
- Objects that make no sound when dropped are much harder; start with sounding ones. The template does not cover searching large open areas.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-om-004.
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Goal
By the annual IEP review date, when the student drops an object (such as a crayon, toy, or spoon) on the floor or table during a routine, the student will listen for where the object landed, squat or lean down, and search the area with small circles or lines until they find it independently in 5 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during O&M lessons and classroom routines.
Baseline: 1 of 5 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
- 1 of 5 opportunities.
- Annual goal447 characters
- By the annual IEP review date, when the student drops an object (such as a crayon, toy, or spoon) on the floor or table during a routine, the student will listen for where the object landed, squat or lean down, and search the area with small circles or lines until they find it independently in 5 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during O&M lessons and classroom routines.
- Timeframe
- By the annual IEP review date
- Condition
- When the student drops an object (such as a crayon, toy, or spoon) on the floor or table during a routine
- Behavior
- The student will listen for where the object landed, squat or lean down, and search the area with small circles or lines until they find it independently
- Criteria
- In 5 of 5 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During O&M lessons and classroom routines
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 5 of 5 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- during O&M lessons and classroom routines
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when the student drops an object (such as a crayon, toy, or spoon) on the floor or table during a routine, the student will listen for where the object landed, squat or lean down, and search the area with small circles or lines until they find it independently in 5 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during O&M lessons and classroom routines.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.