Find a chair and sit with a guide
When to use this goal
For students who are led to a chair and helped into it, or who sit without checking the seat. Present levels in the basic guide grip and in hand search skills decide fit.
- Baseline
- Watch three seatings with different chairs and mark each step. Record whether the guide moved the student's body, which scores the step as not done.
- Tips
- Practice in real places with different chairs (stools, booths, folding chairs). Teach staff to bring the student's hand to the chair and then step back.
- Limits
- Seating in crowded rows or moving vehicles needs extra teaching. 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-037.
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Goal
By the annual IEP review date, when a guide brings the student to a chair in the classroom, cafeteria or auditorium, the student will find the back of the chair from the guide's arm, check the seat with the back of the hand, find the table edge if there is one, and sit down, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected during each O&M lesson and at lunch.
Baseline: 1 of 6 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
- 1 of 6 steps independently.
- Annual goal426 characters
- By the annual IEP review date, when a guide brings the student to a chair in the classroom, cafeteria or auditorium, the student will find the back of the chair from the guide's arm, check the seat with the back of the hand, find the table edge if there is one, and sit down, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected during each O&M lesson and at lunch.
- Timeframe
- By the annual IEP review date
- Condition
- When a guide brings the student to a chair in the classroom, cafeteria or auditorium
- Behavior
- The student will find the back of the chair from the guide's arm, check the seat with the back of the hand, find the table edge if there is one, and sit down
- Criteria
- Performing all 6 steps independently, on 4 of 5 observed days
- Evaluation method
- A task-analysis checklist
- Schedule
- During each O&M lesson and at lunch
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 6 steps independently
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- during each O&M lesson and at lunch
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when a guide brings the student to a chair in the classroom, cafeteria or auditorium, the student will find the back of the chair from the guide's arm, check the seat with the back of the hand, find the table edge if there is one, and sit down, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected during each O&M lesson and at lunch.
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. Slides the hand down the guide's arm to the chair back the guide touches | ||||||||
| 2. Explores the chair to find which way it faces | ||||||||
| 3. Checks the seat with the back of the hand for objects | ||||||||
| 4. Checks for a table edge with the hand if a table is near | ||||||||
| 5. Turns and backs up until the legs touch the front of the seat | ||||||||
| 6. Sits down without help | ||||||||
| 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: 6 of 6).
- 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.