Use an accessible pedestrian signal pushbutton
When to use this goal
For cane travelers crossing at intersections with accessible pedestrian signals (APS) that give sound and vibration cues. Present levels in crossing skills and in finding poles decide fit.
- Baseline
- Observe crossings at one APS intersection and mark each step. Note the button location, which varies widely.
- Tips
- The walk signal does not mean no cars are turning; checking is a required step. APS features differ by city; teach the ones the student will meet.
- Limits
- Not every intersection has an APS. 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-022.
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Goal
By the annual IEP review date, during an O&M lesson at an intersection with an accessible pedestrian signal, with the O&M specialist close beside the student, the student will find the APS pushbutton, push it, align to cross, and start crossing at the walk signal after checking for turning cars, performing all 7 steps independently, across 5 consecutive crossings, as measured by a task-analysis checklist collected during each O&M lesson.
Baseline: 3 of 7 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 7 steps independently.
- Annual goal441 characters
- By the annual IEP review date, during an O&M lesson at an intersection with an accessible pedestrian signal, with the O&M specialist close beside the student, the student will find the APS pushbutton, push it, align to cross, and start crossing at the walk signal after checking for turning cars, performing all 7 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 an intersection with an accessible pedestrian signal, with the O&M specialist close beside the student
- Behavior
- The student will find the APS pushbutton, push it, align to cross, and start crossing at the walk signal after checking for turning cars
- Criteria
- Performing all 7 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 7 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 an intersection with an accessible pedestrian signal, with the O&M specialist close beside the student, the student will find the APS pushbutton, push it, align to cross, and start crossing at the walk signal after checking for turning cars, performing all 7 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. Listen for the pushbutton locator tone | ||||||||
| 2. Find the pole and the pushbutton | ||||||||
| 3. Feel the tactile arrow to confirm which crossing the button controls | ||||||||
| 4. Push the button and return to the curb to align | ||||||||
| 5. Wait for the walk sound or vibration | ||||||||
| 6. Check for turning vehicles before stepping off | ||||||||
| 7. Cross and find the far curb | ||||||||
| 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: 7 of 7).
- 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.