Reorient after getting lost on a route
When to use this goal
For travelers who know several routes but stop, wander, or wait for help when they lose their place. Present levels in landmark use and problem solving decide fit.
- Baseline
- Set up two planned drop-offs on known routes and mark each step. Note how long the student waits before starting a strategy.
- Tips
- Tell the student that planned drop-offs are part of lessons. Asking for help is a correct step, not a failure.
- Limits
- Real disorientation is less predictable than planned drop-offs. 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-015.
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Goal
By the annual IEP review date, when they realize they are off a familiar route at school or in the community, the student will stop, search for a known landmark or clue, and use it to return to the route or ask for help, performing all 6 steps independently, on 3 consecutive planned drop-offs, as measured by a task-analysis checklist collected during O&M lessons, at least twice a month.
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 goal389 characters
- By the annual IEP review date, when they realize they are off a familiar route at school or in the community, the student will stop, search for a known landmark or clue, and use it to return to the route or ask for help, performing all 6 steps independently, on 3 consecutive planned drop-offs, as measured by a task-analysis checklist collected during O&M lessons, at least twice a month.
- Timeframe
- By the annual IEP review date
- Condition
- When they realize they are off a familiar route at school or in the community
- Behavior
- The student will stop, search for a known landmark or clue, and use it to return to the route or ask for help
- Criteria
- Performing all 6 steps independently, on 3 consecutive planned drop-offs
- Evaluation method
- A task-analysis checklist
- Schedule
- During O&M lessons, at least twice a month
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 3 consecutive planned drop-offs
- Collection schedule:
- during O&M lessons, at least twice a month
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when they realize they are off a familiar route at school or in the community, the student will stop, search for a known landmark or clue, and use it to return to the route or ask for help, performing all 6 steps independently, on 3 consecutive planned drop-offs, as measured by a task-analysis checklist collected during O&M lessons, at least twice a month.
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. Stop in a safe place out of the walking path | ||||||||
| 2. Think back to the last landmark passed | ||||||||
| 3. Listen and search with the cane or vision for a known landmark or clue | ||||||||
| 4. Use the landmark to work out their position and direction | ||||||||
| 5. Return to the route or ask a nearby person for help | ||||||||
| 6. Continue to the destination and confirm arrival | ||||||||
| 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.