Two-point touch on a school sidewalk
When to use this goal
For cane users moving from the diagonal technique to two-point touch for outdoor and unfamiliar travel. Present levels in grip, arc width, and rhythm decide fit.
- Baseline
- Observe 50 to 100 feet of travel on the route and mark each part of the technique as consistent, inconsistent, or absent. A short video helps the O&M specialist review arc and rhythm.
- Tips
- Technique tends to break down when the student speeds up or talks; check under real travel conditions. Constant contact may be taught instead or as well.
- Limits
- Technique is measured on familiar routes; new routes add orientation demands. 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-012.
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Goal
By the annual IEP review date, when traveling the sidewalk from the school entrance to the bus loop or playground, the student will swing the cane in an arc just wider than the shoulders, touching the tip on each side in step with the opposite foot, performing all 6 steps independently, on 4 consecutive O&M lessons, as measured by a task-analysis checklist collected during each O&M lesson.
Baseline: 2 of 6 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 6 steps independently.
- Annual goal392 characters
- By the annual IEP review date, when traveling the sidewalk from the school entrance to the bus loop or playground, the student will swing the cane in an arc just wider than the shoulders, touching the tip on each side in step with the opposite foot, performing all 6 steps independently, on 4 consecutive O&M lessons, as measured by a task-analysis checklist collected during each O&M lesson.
- Timeframe
- By the annual IEP review date
- Condition
- When traveling the sidewalk from the school entrance to the bus loop or playground
- Behavior
- The student will swing the cane in an arc just wider than the shoulders, touching the tip on each side in step with the opposite foot
- Criteria
- Performing all 6 steps independently, on 4 consecutive O&M lessons
- Evaluation method
- A task-analysis checklist
- Schedule
- During each O&M lesson
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 6 steps independently
- Mastery rule:
- on 4 consecutive O&M lessons
- Collection schedule:
- during each O&M lesson
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when traveling the sidewalk from the school entrance to the bus loop or playground, the student will swing the cane in an arc just wider than the shoulders, touching the tip on each side in step with the opposite foot, performing all 6 steps independently, on 4 consecutive O&M lessons, as measured by a task-analysis checklist collected during each O&M lesson.
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. Hold the cane centered in front of the body with the hand at waist height | ||||||||
| 2. Move the cane from the wrist, not the whole arm | ||||||||
| 3. Swing an arc just wider than the shoulders | ||||||||
| 4. Touch the tip on the side opposite the forward foot (in step) | ||||||||
| 5. Keep the tip low through the arc | ||||||||
| 6. Stop and explore when the cane finds an object, a drop-off, or a surface change | ||||||||
| 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: 6 of 6).
- 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.