Find a room by scanning hallway signs
When to use this goal
For students who walk past the right door, enter the wrong room, or need an escort because they do not scan room numbers and signs. Fit depends on observation in the school or a job site, not grade.
- Baseline
- Send the student on five errands with an adult following at a distance and record success, wrong rooms, and walks past. Note sign height and size; some signs are hard to see.
- Tips
- Teach the odd-even pattern most buildings use. Errands with a real purpose (delivering mail) make good practice. Students who use mobility devices need routes that fit their access.
- Limits
- Mixes navigation and visual scanning. Students with low vision need an orientation and mobility specialist.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-vm-033.
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Goal
By the annual IEP review date, when sent to a room in an unfamiliar wing of the school, the student will scan the room numbers or signs along the hallway and stop at the named room independently in at least 4 of 5 opportunities, across 3 consecutive weekly checks, as measured by direct observation collected five errands per week.
Baseline: 1 of 5 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 Visual-Motor & Visual-Perceptual Skills.
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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Visual-Motor & Visual-Perceptual Skills
- Baseline
- 1 of 5 opportunities.
- Annual goal331 characters
- By the annual IEP review date, when sent to a room in an unfamiliar wing of the school, the student will scan the room numbers or signs along the hallway and stop at the named room independently in at least 4 of 5 opportunities, across 3 consecutive weekly checks, as measured by direct observation collected five errands per week.
- Timeframe
- By the annual IEP review date
- Condition
- When sent to a room in an unfamiliar wing of the school
- Behavior
- The student will scan the room numbers or signs along the hallway and stop at the named room independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly checks
- Evaluation method
- Direct observation
- Schedule
- Five errands per week
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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weekly checks
- Collection schedule:
- five errands per week
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when sent to a room in an unfamiliar wing of the school, the student will scan the room numbers or signs along the hallway and stop at the named room independently in at least 4 of 5 opportunities, across 3 consecutive weekly checks, as measured by direct observation collected five errands per week.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.