Navigate a college campus with a map
When to use this goal
For students starting dual enrollment, a campus-based transition program or college who have only moved around one school building. Present levels in map reading and travel skills decide whether a paper map, a phone map or photo route cards are used.
- Baseline
- On the first visit, have the student lead to one building with the map and mark each step. Note whether getting lost leads to asking for help or to stopping.
- Tips
- Visit before the term starts. The O&M specialist leads route training for students with visual impairments. Asking for directions is a correct step, not a failure.
- Limits
- Campuses differ, so skills need practice on each new campus. Weather and crowds change difficulty.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pse-014.
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Goal
By the annual IEP review date, during a campus visit, given a campus map and a list of buildings to find, such as the classroom, library and accessibility office, the student will find each listed building and room using the map and arrive by the planned time, performing at least 6 of 7 steps independently, on 3 consecutive campus routes, as measured by a task-analysis checklist collected at each campus visit or the first two weeks of the term.
Baseline: 1 of 7 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 Postsecondary Education Readiness.
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
- Transition & Postsecondary Skills - Postsecondary Education Readiness
- Baseline
- 1 of 7 steps independently.
- Annual goal448 characters
- By the annual IEP review date, during a campus visit, given a campus map and a list of buildings to find, such as the classroom, library and accessibility office, the student will find each listed building and room using the map and arrive by the planned time, performing at least 6 of 7 steps independently, on 3 consecutive campus routes, as measured by a task-analysis checklist collected at each campus visit or the first two weeks of the term.
- Timeframe
- By the annual IEP review date
- Condition
- During a campus visit, given a campus map and a list of buildings to find, such as the classroom, library and accessibility office
- Behavior
- The student will find each listed building and room using the map and arrive by the planned time
- Criteria
- Performing at least 6 of 7 steps independently, on 3 consecutive campus routes
- Evaluation method
- A task-analysis checklist
- Schedule
- At each campus visit or the first two weeks of the term
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 at least 6 of 7 steps independently
- Mastery rule:
- on 3 consecutive campus routes
- Collection schedule:
- at each campus visit or the first two weeks of the term
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a campus visit, given a campus map and a list of buildings to find, such as the classroom, library and accessibility office, the student will find each listed building and room using the map and arrive by the planned time, performing at least 6 of 7 steps independently, on 3 consecutive campus routes, as measured by a task-analysis checklist collected at each campus visit or the first two weeks of the term.
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. Finds own current location on the map | ||||||||
| 2. Finds the target building on the map | ||||||||
| 3. Plans the route and notes landmarks | ||||||||
| 4. Walks the route | ||||||||
| 5. Finds the entrance and the room number inside | ||||||||
| 6. Arrives by the planned time | ||||||||
| 7. Asks a campus worker or checks the map when unsure | ||||||||
| 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 7).
- 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.