Explain own O&M tools and travel needs
When to use this goal
For older students who will meet new teachers, employers, and staff who do not know how to help a traveler who is blind or has low vision. Present levels in self-advocacy decide fit.
- Baseline
- Ask the student to explain their travel needs to a staff member they have not met and score the explanation with the rubric.
- Tips
- The student decides how much to share about their vision. Practice before work experiences and the move to college.
- Limits
- The rubric measures the explanation, not whether others follow it. Some students prefer written introductions; that is fine.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-om-035.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when meeting a new teacher, job coach, or coworker, during a planned introduction, the student will explain their vision in their own words, their travel tools, how to guide them, and what help they do not need without notes, earning a score of at least 7 out of 8 on a 4-row travel self-advocacy rubric scored 0 to 2 per row, in 3 of 4 consecutive opportunities, as measured by a defined scoring rubric collected monthly.
Baseline: 3 out of 8 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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 out of 8 rubric points.
- Annual goal453 characters
- By the annual IEP review date, when meeting a new teacher, job coach, or coworker, during a planned introduction, the student will explain their vision in their own words, their travel tools, how to guide them, and what help they do not need without notes, earning a score of at least 7 out of 8 on a 4-row travel self-advocacy rubric scored 0 to 2 per row, in 3 of 4 consecutive opportunities, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- When meeting a new teacher, job coach, or coworker, during a planned introduction
- Behavior
- The student will explain their vision in their own words, their travel tools, how to guide them, and what help they do not need without notes
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row travel self-advocacy rubric scored 0 to 2 per row, in 3 of 4 consecutive opportunities
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 7 out of 8 on a 4-row travel self-advocacy rubric scored 0 to 2 per row
- Mastery rule:
- in 3 of 4 consecutive opportunities
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, when meeting a new teacher, job coach, or coworker, during a planned introduction, the student will explain their vision in their own words, their travel tools, how to guide them, and what help they do not need without notes, earning a score of at least 7 out of 8 on a 4-row travel self-advocacy rubric scored 0 to 2 per row, in 3 of 4 consecutive opportunities, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | Describes own vision and its effect on travel in their own words | Names the tools they use (cane, monocular, apps, guide) and why | Explains how to guide them or offer help | States what help they do not want and how to ask first | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row travel self-advocacy rubric scored 0 to 2 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.