Travel to a job site or campus building
When to use this goal
For students 18 to 21 in a transition program, or seniors preparing for work or college, who need to travel a new route to a job site or a building on a college campus. Present levels in route learning and street skills decide fit.
- Baseline
- Walk the route with the student, then observe their first try with the specialist following. Mark each step and note the hardest segment.
- Tips
- Teach the route before the job or term starts if possible. Include a plan for bad weather and for a closed entrance.
- Limits
- Each new route needs its own instruction. 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-033.
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Goal
By the annual IEP review date, during the transition program, on the route from the program site or bus stop to the student's job site, the student will travel the route using taught landmarks, crossings, and entrances and check in at the destination, performing all 7 steps independently, on 5 consecutive work or campus days, as measured by a task-analysis checklist collected each day the route is traveled during instruction.
Baseline: 2 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
- 2 of 7 steps independently.
- Annual goal429 characters
- By the annual IEP review date, during the transition program, on the route from the program site or bus stop to the student's job site, the student will travel the route using taught landmarks, crossings, and entrances and check in at the destination, performing all 7 steps independently, on 5 consecutive work or campus days, as measured by a task-analysis checklist collected each day the route is traveled during instruction.
- Timeframe
- By the annual IEP review date
- Condition
- During the transition program, on the route from the program site or bus stop to the student's job site
- Behavior
- The student will travel the route using taught landmarks, crossings, and entrances and check in at the destination
- Criteria
- Performing all 7 steps independently, on 5 consecutive work or campus days
- Evaluation method
- A task-analysis checklist
- Schedule
- Each day the route is traveled during instruction
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:
- on 5 consecutive work or campus days
- Collection schedule:
- each day the route is traveled during instruction
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during the transition program, on the route from the program site or bus stop to the student's job site, the student will travel the route using taught landmarks, crossings, and entrances and check in at the destination, performing all 7 steps independently, on 5 consecutive work or campus days, as measured by a task-analysis checklist collected each day the route is traveled during instruction.
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. Leave the start point in the right direction | ||||||||
| 2. Find the first landmark | ||||||||
| 3. Complete each crossing on the route with all crossing steps | ||||||||
| 4. Find each turn using landmarks or GPS | ||||||||
| 5. Find the building entrance | ||||||||
| 6. Get to the right floor or room inside | ||||||||
| 7. Check in with the supervisor or front desk | ||||||||
| 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.