Ask the public for travel information
When to use this goal
For travelers who need information from strangers during travel (where a store is, which bus is coming, whether the light is red) and freeze, ask vaguely, or take unhelpful answers. Present levels in self-advocacy decide fit.
- Baseline
- Plan four moments where information is needed and record how the student asks: no request, a vague question, or a clear question with confirmation.
- Tips
- Questions that ask for specific, short answers (yes or no, left or right) get better answers from the public. Teach the student to decide when to ask and when to rely on their own skills.
- Limits
- The public's answers are not always accurate; teach checking. 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-027.
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Goal
By the annual IEP review date, during a community O&M lesson, when they need information they cannot get by touch, sound, or vision, the student will get a person's attention, ask a clear and specific question, and repeat back the answer to confirm it independently in 4 of 4 opportunities, across 3 consecutive community lessons, as measured by direct observation collected during each community 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 goal404 characters
- By the annual IEP review date, during a community O&M lesson, when they need information they cannot get by touch, sound, or vision, the student will get a person's attention, ask a clear and specific question, and repeat back the answer to confirm it independently in 4 of 4 opportunities, across 3 consecutive community lessons, as measured by direct observation collected during each community lesson.
- Timeframe
- By the annual IEP review date
- Condition
- During a community O&M lesson, when they need information they cannot get by touch, sound, or vision
- Behavior
- The student will get a person's attention, ask a clear and specific question, and repeat back the answer to confirm it independently
- Criteria
- In 4 of 4 opportunities, across 3 consecutive community lessons
- Evaluation method
- Direct observation
- Schedule
- During each community 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 community lessons
- Collection schedule:
- during each community lesson
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a community O&M lesson, when they need information they cannot get by touch, sound, or vision, the student will get a person's attention, ask a clear and specific question, and repeat back the answer to confirm it independently in 4 of 4 opportunities, across 3 consecutive community lessons, as measured by direct observation collected during each community 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.