Teach an unfamiliar guide how to help
When to use this goal
For students who travel with many different people (substitutes, new classmates, store staff) and get pushed, pulled or steered by the arm. Present levels in guide technique and in self-advocacy decide fit.
- Baseline
- Set up four trips with people the student has not traveled with. Record what the student says and whether the guide ended up using the technique.
- Tips
- Directing a guide puts the student in charge of how they travel. Accepting or declining help offered by others is ac-om-016; this goal is about asking for and shaping help.
- Limits
- Measures what the student says and does, not whether every guide listens. 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-038.
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Goal
By the annual IEP review date, when traveling with a person who has not guided the student before, such as a substitute, a new classmate or a store employee, the student will ask for guide help when they want it, tell the guide where to stand and how to offer the arm, and explain the signals for narrow spaces and stairs independently in 4 of 4 opportunities, across 3 consecutive O&M lessons, as measured by direct observation collected during each O&M lesson.
Baseline: 1 of 4 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
- 1 of 4 opportunities.
- Annual goal462 characters
- By the annual IEP review date, when traveling with a person who has not guided the student before, such as a substitute, a new classmate or a store employee, the student will ask for guide help when they want it, tell the guide where to stand and how to offer the arm, and explain the signals for narrow spaces and stairs independently in 4 of 4 opportunities, across 3 consecutive O&M lessons, as measured by direct observation collected during each O&M lesson.
- Timeframe
- By the annual IEP review date
- Condition
- When traveling with a person who has not guided the student before, such as a substitute, a new classmate or a store employee
- Behavior
- The student will ask for guide help when they want it, tell the guide where to stand and how to offer the arm, and explain the signals for narrow spaces and stairs independently
- Criteria
- In 4 of 4 opportunities, across 3 consecutive O&M lessons
- Evaluation method
- Direct observation
- Schedule
- During each O&M 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 4 of 4 opportunities
- Mastery rule:
- across 3 consecutive O&M lessons
- Collection schedule:
- during each O&M lesson
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when traveling with a person who has not guided the student before, such as a substitute, a new classmate or a store employee, the student will ask for guide help when they want it, tell the guide where to stand and how to offer the arm, and explain the signals for narrow spaces and stairs independently in 4 of 4 opportunities, across 3 consecutive O&M lessons, as measured by direct observation collected during each O&M lesson.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.