Travel to a store in a business district
When to use this goal
For experienced cane travelers who cross residential and signalized streets and are ready for a business-area route with crossings, crowds, and store entrances. The O&M specialist decides readiness.
- Baseline
- Walk the route once with the student and mark each step. Choose an errand the student really needs, such as picking up something at a pharmacy.
- Tips
- Every step is required. Crossings in this route must already be mastered in their own goal before this route is practiced alone.
- Limits
- Crowds, construction, and noise change from day to day. 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-032.
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Goal
By the annual IEP review date, during an O&M lesson in a business district, starting at a bus stop or parking area, the student will travel the route, make each crossing, find the store entrance, and complete the errand, performing all 8 steps independently, across 4 consecutive lessons, as measured by a task-analysis checklist collected during each O&M lesson.
Baseline: 3 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
- 3 of 8 steps independently.
- Annual goal363 characters
- By the annual IEP review date, during an O&M lesson in a business district, starting at a bus stop or parking area, the student will travel the route, make each crossing, find the store entrance, and complete the errand, performing all 8 steps independently, across 4 consecutive lessons, 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 in a business district, starting at a bus stop or parking area
- Behavior
- The student will travel the route, make each crossing, find the store entrance, and complete the errand
- Criteria
- Performing all 8 steps independently, across 4 consecutive lessons
- 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 4 consecutive lessons
- 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 in a business district, starting at a bus stop or parking area, the student will travel the route, make each crossing, find the store entrance, and complete the errand, performing all 8 steps independently, across 4 consecutive lessons, 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. Orient at the start point and state the plan | ||||||||
| 2. Travel the first block, keeping to the inside of the sidewalk | ||||||||
| 3. Pass sidewalk obstacles (signs, tables, poles) safely | ||||||||
| 4. Complete each street crossing with all crossing steps | ||||||||
| 5. Use landmarks or the GPS app to confirm position | ||||||||
| 6. Find the store entrance by sound, door feel, or asking | ||||||||
| 7. Enter and find a staff member or the service area | ||||||||
| 8. Complete the errand and leave by the same door | ||||||||
| 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.