Follow GPS app directions on a walking route
When to use this goal
For cane or dog-guide travelers who use a phone GPS app with speech to plan and follow walking routes. Present levels in phone use with a screen reader and in street travel decide fit.
- Baseline
- Plan a route with five decision points and record whether the student uses the app and their own cues to make the right choice at each one.
- Tips
- Each decision point is one opportunity. GPS supports orientation but does not replace cane skills or traffic judgment; teach the student to keep one ear open.
- Limits
- GPS accuracy varies near tall buildings. 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-031.
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Goal
By the annual IEP review date, during a community O&M lesson on a walking route to a new destination, with a GPS app set up on the student's phone, the student will enter the destination, follow each spoken direction, and check position at each intersection using the app and their own skills independently in 5 of 5 opportunities, across 3 consecutive community lessons, as measured by direct observation collected during each community lesson.
Baseline: 2 of 5 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
- 2 of 5 opportunities.
- Annual goal445 characters
- By the annual IEP review date, during a community O&M lesson on a walking route to a new destination, with a GPS app set up on the student's phone, the student will enter the destination, follow each spoken direction, and check position at each intersection using the app and their own skills independently in 5 of 5 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 on a walking route to a new destination, with a GPS app set up on the student's phone
- Behavior
- The student will enter the destination, follow each spoken direction, and check position at each intersection using the app and their own skills independently
- Criteria
- In 5 of 5 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 5 of 5 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 on a walking route to a new destination, with a GPS app set up on the student's phone, the student will enter the destination, follow each spoken direction, and check position at each intersection using the app and their own skills independently in 5 of 5 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 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.