Walk a residential block to a set destination
When to use this goal
For cane users ready for sidewalk travel in a quiet residential area with the O&M specialist. Present levels in two-point touch, drop-off detection, and orientation decide fit.
- Baseline
- Walk the route with the student twice and mark each step. Note traffic level, weather, and any parked cars across the sidewalk.
- Tips
- Driveways are a common danger point; teach the student to listen for cars before crossing each one. Street crossings are a separate goal.
- Limits
- Each neighborhood is different. 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-017.
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Goal
By the annual IEP review date, during an O&M lesson in a residential neighborhood with sidewalks, starting at a set corner, the student will travel the block on the sidewalk, use the grass line and landmarks to stay oriented, and stop at the destination, performing all 8 steps independently, on 4 consecutive O&M lessons, as measured by a task-analysis checklist collected during each O&M lesson.
Baseline: 3 of 8 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
- 3 of 8 steps independently.
- Annual goal397 characters
- By the annual IEP review date, during an O&M lesson in a residential neighborhood with sidewalks, starting at a set corner, the student will travel the block on the sidewalk, use the grass line and landmarks to stay oriented, and stop at the destination, performing all 8 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
- During an O&M lesson in a residential neighborhood with sidewalks, starting at a set corner
- Behavior
- The student will travel the block on the sidewalk, use the grass line and landmarks to stay oriented, and stop at the destination
- Criteria
- Performing all 8 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 8 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, during an O&M lesson in a residential neighborhood with sidewalks, starting at a set corner, the student will travel the block on the sidewalk, use the grass line and landmarks to stay oriented, and stop at the destination, performing all 8 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. Start facing the taught direction at the set corner | ||||||||
| 2. Use two-point touch or constant contact along the sidewalk | ||||||||
| 3. Find and cross driveways safely, checking for cars | ||||||||
| 4. Keep to the sidewalk using the grass line or wall as a shoreline | ||||||||
| 5. Stop at the corner when the cane finds the curb or ramp | ||||||||
| 6. Turn the taught direction at the corner | ||||||||
| 7. Find the destination landmark (such as a mailbox or gate) | ||||||||
| 8. Tell the specialist they arrived | ||||||||
| 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: 8 of 8).
- 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.