Accept or decline offers of help politely
When to use this goal
For travelers who are grabbed or steered by well-meaning people, or who accept help they do not need. Present levels in self-advocacy and in route confidence decide fit.
- Baseline
- Use role play and natural offers to collect four opportunities and record what the student says and does. Note whether the student freezes or follows without speaking.
- Tips
- Teach the student that both accepting and declining are correct choices. The goal is the student's control over who touches them and how.
- Limits
- The template measures the student's response, not the public's behavior. Some situations call for help even when the student would decline; the O&M specialist teaches when.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-om-016.
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Goal
By the annual IEP review date, when a peer, staff member, or member of the public offers help or takes the student's arm during travel, the student will say whether they want help, then either show the person how to guide them or thank them and keep traveling independently in 4 of 4 opportunities, across 3 consecutive O&M lessons, as measured by direct observation collected during each O&M lesson.
Baseline: 1 of 4 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
- 1 of 4 opportunities.
- Annual goal400 characters
- By the annual IEP review date, when a peer, staff member, or member of the public offers help or takes the student's arm during travel, the student will say whether they want help, then either show the person how to guide them or thank them and keep traveling independently in 4 of 4 opportunities, across 3 consecutive O&M lessons, as measured by direct observation collected during each O&M lesson.
- Timeframe
- By the annual IEP review date
- Condition
- When a peer, staff member, or member of the public offers help or takes the student's arm during travel
- Behavior
- The student will say whether they want help, then either show the person how to guide them or thank them and keep traveling independently
- Criteria
- In 4 of 4 opportunities, across 3 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 4 of 4 opportunities
- Mastery rule:
- across 3 consecutive O&M lessons
- Collection schedule:
- during each O&M lesson
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a peer, staff member, or member of the public offers help or takes the student's arm during travel, the student will say whether they want help, then either show the person how to guide them or thank them and keep traveling independently in 4 of 4 opportunities, across 3 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 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.