Plan a new route from a tactile map
When to use this goal
For students who read simple tactile maps and travel known routes, ready to learn new ones from a map. Present levels in map reading and route travel decide fit.
- Baseline
- Use one short new route and mark each step. Check whether planning or travel is the harder part.
- Tips
- Use maps made for touch with few symbols. Map apps on a phone can replace the tactile map for older students.
- Limits
- New routes depend on map quality. 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-018.
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Goal
By the annual IEP review date, given a tactile map of a part of the school or campus the student has not traveled, the student will plan the route on the map, tell the turns and landmarks, and then travel it to the destination, performing all 6 steps independently, on 3 consecutive new routes, as measured by a task-analysis checklist collected during O&M lessons, 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 goal380 characters
- By the annual IEP review date, given a tactile map of a part of the school or campus the student has not traveled, the student will plan the route on the map, tell the turns and landmarks, and then travel it to the destination, performing all 6 steps independently, on 3 consecutive new routes, as measured by a task-analysis checklist collected during O&M lessons, twice a month.
- Timeframe
- By the annual IEP review date
- Condition
- Given a tactile map of a part of the school or campus the student has not traveled
- Behavior
- The student will plan the route on the map, tell the turns and landmarks, and then travel it to the destination
- Criteria
- Performing all 6 steps independently, on 3 consecutive new routes
- Evaluation method
- A task-analysis checklist
- Schedule
- During O&M lessons, 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 new routes
- Collection schedule:
- during O&M lessons, twice a month
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a tactile map of a part of the school or campus the student has not traveled, the student will plan the route on the map, tell the turns and landmarks, and then travel it to the destination, performing all 6 steps independently, on 3 consecutive new routes, as measured by a task-analysis checklist collected during O&M lessons, 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. Orient the map to match the direction they are facing | ||||||||
| 2. Find the start point and the destination on the map | ||||||||
| 3. Trace a route and name each turn and landmark | ||||||||
| 4. Travel to the first landmark and check it against the map | ||||||||
| 5. Continue, checking the map at each landmark | ||||||||
| 6. Arrive at the destination | ||||||||
| 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.