Stop at curbs and drop-offs
When to use this goal
For cane users traveling outdoors where curbs, steps down, and edges are present. Present levels in cane technique decide fit; constant contact or touch and slide finds drop-offs more reliably than two-point touch.
- Baseline
- Plan a route with six known drop-offs and record each as stopped and checked, stopped late, or missed. Any missed drop-off is reviewed right away.
- Tips
- Each drop-off is one opportunity. Because this is a safety skill, the target is every drop-off. Stay close enough to stop the student until the skill is reliable.
- Limits
- Low curbs, curb ramps, and broken pavement are harder to find. 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-013.
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Goal
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.
Baseline: 3 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. Direct observation 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
- 3 of 6 opportunities.
- Annual goal393 characters
- 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.
- Timeframe
- By the annual IEP review date
- Condition
- When traveling a campus or neighborhood route with curbs, stairs down, or platform edges
- Behavior
- 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
- Criteria
- In 6 of 6 opportunities, across 4 consecutive O&M lessons
- Evaluation method
- Direct observation
- 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 4 consecutive O&M lessons
- Collection schedule:
- during each O&M lesson
- Method:
- Direct observation
- Data collector:
Goal: 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.
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.