Use a school map to find rooms
When to use this goal
For students who follow routes they have been shown but cannot find a new room using a map. Present levels in reading room numbers and matching symbols decide fit. Start with a simple map of one floor with color-coded halls.
- Baseline
- Ask the student to find 6 rooms they have not been taught, using the map only. Record whether they arrived without verbal directions. Note whether they turned the map to match the hallway.
- Tips
- Teach turning the map to match the direction faced. Color the halls on the map to match colored signs. Building maps lead into mall and transit maps (fn-fa-039, fn-fa-056).
- Limits
- Not a substitute for teaching safe routes. Students who use a cane or have low vision need an orientation and mobility specialist.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-031.
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Goal
By the annual IEP review date, given a simple map of the school with the student's location marked and a room to find, the student will find the room on the map and walk to it using the map independently in at least 5 of 6 opportunities, across 3 consecutive weekly sessions, as measured by direct observation collected weekly, with six room searches per session.
Baseline: 1 of 6 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 Functional Academics.
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
- Functional & Independence Skills - Functional Academics
- Baseline
- 1 of 6 opportunities.
- Annual goal363 characters
- By the annual IEP review date, given a simple map of the school with the student's location marked and a room to find, the student will find the room on the map and walk to it using the map independently in at least 5 of 6 opportunities, across 3 consecutive weekly sessions, as measured by direct observation collected weekly, with six room searches per session.
- Timeframe
- By the annual IEP review date
- Condition
- Given a simple map of the school with the student's location marked and a room to find
- Behavior
- The student will find the room on the map and walk to it using the map independently
- Criteria
- In at least 5 of 6 opportunities, across 3 consecutive weekly sessions
- Evaluation method
- Direct observation
- Schedule
- Weekly, with six room searches per session
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 at least 5 of 6 opportunities
- Mastery rule:
- across 3 consecutive weekly sessions
- Collection schedule:
- weekly, with six room searches per session
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, given a simple map of the school with the student's location marked and a room to find, the student will find the room on the map and walk to it using the map independently in at least 5 of 6 opportunities, across 3 consecutive weekly sessions, as measured by direct observation collected weekly, with six room searches per session.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.