PK, K-2Task-analysis steps
Walk with a sighted guide
Sighted guide
By the annual IEP review date, when walking with a familiar adult or peer guide from the classroom to another room in the school, the student will take the guide's arm with the guide grip and walk a half step behind, following the guide's turns and stops, performing all 5 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected during each O&M lesson.
PK, K-2Opportunities
Trail a wall to a familiar door
Trailing
By the annual IEP review date, when asked to go from the classroom door to the bathroom or another door along the same hallway wall, the student will trail the wall with the back of the fingers held slightly ahead of the body and stop at the target door independently in 5 of 5 opportunities, on 4 consecutive observed days, as measured by direct observation collected during each O&M lesson and daily classroom routines.
PK, K-2Opportunities
Move to positions named by spatial words
Body and spatial concepts
By the annual IEP review date, during an O&M lesson or movement game, given a direction with a spatial word and a familiar object or person, the student will move their body or an object to the position named (such as in front of the chair or beside the door) independently in 6 of 6 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each O&M lesson.
PK, K-2Opportunities
Find a dropped object with a search pattern
Search patterns
By the annual IEP review date, when the student drops an object (such as a crayon, toy, or spoon) on the floor or table during a routine, the student will listen for where the object landed, squat or lean down, and search the area with small circles or lines until they find it independently in 5 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during O&M lessons and classroom routines.
K-2, 3-5Opportunities
Use upper and lower body protection
Protective techniques
By the annual IEP review date, when traveling through an unfamiliar room, an open area, or a space with furniture moved, the student will raise the forearm across the body at shoulder height or lower the hand in front of the hips to protect the body while moving independently in 5 of 5 opportunities, on 4 consecutive observed days, as measured by direct observation collected during each O&M lesson.
K-2, 3-5Task-analysis steps
Travel from the classroom to the cafeteria
School route travel
By the annual IEP review date, when the class goes to lunch, starting from the classroom door, the student will travel the route using the taught technique and landmarks and arrive at the destination, performing all 7 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected daily during the route.
K-2, 3-5Opportunities
Square off and cross an open space
Squaring off and line of travel
By the annual IEP review date, when crossing the gym or a lobby to reach the wall or door on the far side, the student will align their back or side with a wall, walk a straight line across the space, and reach the target wall or door independently in 4 of 4 opportunities, across 3 consecutive O&M lessons, as measured by direct observation collected during each O&M lesson.
K-2, 3-5Task-analysis steps
Hold the cane in the diagonal technique
Long cane: grip and diagonal technique
By the annual IEP review date, when traveling a familiar hallway route at school, the student will hold the cane in the diagonal position across the body with the tip just above the floor and walk the route, performing all 6 steps independently, on 4 consecutive O&M lessons, as measured by a task-analysis checklist collected during each O&M lesson.
K-2, 3-5Opportunities
Name and use landmarks on a school route
Landmarks and clues
By the annual IEP review date, when traveling a taught school route with the O&M specialist, the student will name each landmark on the route as they reach it and tell what they do there (such as turn left) independently in 6 of 6 opportunities, across 3 consecutive O&M lessons, as measured by opportunity-by-opportunity data collected during each O&M lesson.
K-2, 3-5, 6-8Task-analysis steps
Pass through doorways with a guide
Sighted guide: narrow spaces and doors
By the annual IEP review date, when walking with a guide through a doorway, a crowded aisle, or between desks, the student will move behind the guide in single file when the guide signals a narrow space and open or close the door on their side, performing all 5 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected during each O&M lesson.
K-2, 3-5, 6-8Task-analysis steps
Use stairs with the cane and handrail
Stairs
By the annual IEP review date, when reaching a staircase on a school route, the student will find the first step with the cane, find the handrail, and climb or descend the stairs, finding the landing with the cane, performing all 7 steps independently, on 4 consecutive O&M lessons, as measured by a task-analysis checklist collected during each O&M lesson.
3-5, K-2, 6-8Task-analysis steps
Two-point touch on a school sidewalk
Long cane: two-point touch
By the annual IEP review date, when traveling the sidewalk from the school entrance to the bus loop or playground, the student will swing the cane in an arc just wider than the shoulders, touching the tip on each side in step with the opposite foot, performing all 6 steps independently, on 4 consecutive O&M lessons, as measured by a task-analysis checklist collected during each O&M lesson.