Cross at a stop-sign intersection
When to use this goal
For cane users who travel residential sidewalks safely and are ready to learn crossings at intersections with stop signs. Present levels in drop-off detection, alignment, and listening to traffic decide fit. The O&M specialist decides readiness.
- Baseline
- The O&M specialist observes several crossings at the student's current level of supervision and marks each step. Any unsafe step ends independent practice until reviewed.
- Tips
- Every step is required on every crossing; this is a safety skill. Record the supervision distance with each crossing so progress in independence is visible.
- Limits
- Traffic, weather, and quiet vehicles change crossing safety. 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-020.
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Goal
By the annual IEP review date, during an O&M lesson at a residential stop-sign-controlled intersection, with the O&M specialist close beside the student, the student will find the curb, align to cross, listen to traffic, start crossing when it is safe, and reach the opposite curb, performing all 8 steps independently, across 5 consecutive crossings, as measured by a task-analysis checklist collected during each O&M lesson.
Baseline: 4 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
- 4 of 8 steps independently.
- Annual goal426 characters
- By the annual IEP review date, during an O&M lesson at a residential stop-sign-controlled intersection, with the O&M specialist close beside the student, the student will find the curb, align to cross, listen to traffic, start crossing when it is safe, and reach the opposite curb, performing all 8 steps independently, across 5 consecutive crossings, 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 at a residential stop-sign-controlled intersection, with the O&M specialist close beside the student
- Behavior
- The student will find the curb, align to cross, listen to traffic, start crossing when it is safe, and reach the opposite curb
- Criteria
- Performing all 8 steps independently, across 5 consecutive crossings
- 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:
- across 5 consecutive crossings
- 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 at a residential stop-sign-controlled intersection, with the O&M specialist close beside the student, the student will find the curb, align to cross, listen to traffic, start crossing when it is safe, and reach the opposite curb, performing all 8 steps independently, across 5 consecutive crossings, 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. Find the curb or the edge of the curb ramp with the cane | ||||||||
| 2. Stop with feet back from the edge | ||||||||
| 3. Align the body to face the far curb (using the curb, traffic sounds, or the parallel street) | ||||||||
| 4. Listen to identify stopped and moving vehicles | ||||||||
| 5. Wait until no vehicle is moving into the crossing path | ||||||||
| 6. Start crossing promptly and walk at a steady pace | ||||||||
| 7. Keep a straight line using the parallel traffic sound | ||||||||
| 8. Find the far curb with the cane and step up onto the sidewalk | ||||||||
| 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.