Travel from the classroom to the cafeteria
When to use this goal
For students learning their first routes in the school building. Present levels from O&M route observation decide which route to start with; the cafeteria, restroom, or office route used every day is often the best first route.
- Baseline
- Walk the route with the student three times without help and mark each step as independent, prompted, or guided. Check at busy and quiet times.
- Tips
- Write the steps for the student's real route and landmarks. Teach classroom staff to stay back so data reflect the student's travel.
- Limits
- Each route needs its own steps. Busy hallways change the task; note crowding. The goal does not replace the O&M specialist's judgment about when the student is ready for a harder route or less supervision.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-om-006.
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Goal
By the annual IEP review date, when the class goes to lunch, starting from the classroom door, the student will travel the route using the taught technique and landmarks and arrive at the destination, performing all 7 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected daily during the route.
Baseline: 2 of 7 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 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 7 steps independently.
- Annual goal343 characters
- By the annual IEP review date, when the class goes to lunch, starting from the classroom door, the student will travel the route using the taught technique and landmarks and arrive at the destination, performing all 7 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected daily during the route.
- Timeframe
- By the annual IEP review date
- Condition
- When the class goes to lunch, starting from the classroom door
- Behavior
- The student will travel the route using the taught technique and landmarks and arrive at the destination
- Criteria
- Performing all 7 steps independently, on 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily during the route
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 7 steps independently
- Mastery rule:
- on 5 consecutive school days
- Collection schedule:
- daily during the route
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the class goes to lunch, starting from the classroom door, the student will travel the route using the taught technique and landmarks and arrive at the destination, performing all 7 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected daily during the route.
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. Leave the classroom and turn in the taught direction | ||||||||
| 2. Trail or use the cane along the hallway on the taught side | ||||||||
| 3. Find the first landmark (such as the water fountain) | ||||||||
| 4. Make the taught turn at the corner landmark | ||||||||
| 5. Pass through the doorway into the next hallway or area | ||||||||
| 6. Find the destination landmark (such as the cafeteria door) | ||||||||
| 7. Enter and go to the assigned spot | ||||||||
| 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: 7 of 7).
- 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.