Plan a bus trip with a transit app
When to use this goal
For high school and transition-age travelers getting ready to use public transit. Present levels in phone use with a screen reader or zoom and in reading schedules decide fit.
- Baseline
- Ask the student to plan two trips and mark each step. Check whether problems come from the app, the phone settings, or reading the schedule.
- Tips
- Use real destinations the student wants to reach (a job site, a store, a friend's house). The plan is checked by riding the trip in a later lesson.
- Limits
- Apps change and real-time data can be wrong; teach a backup such as calling the transit line. The template measures planning, not riding.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-om-028.
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Goal
By the annual IEP review date, given a destination and an arrival time, with a phone that has a transit app and the student's accessibility settings, the student will find the route, the stop, the departure time, and the transfer if needed, and tell or write the trip plan, performing all 7 steps independently, on 3 consecutive planned trips, as measured by a task-analysis checklist collected during O&M lessons, twice a month.
Baseline: 2 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 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
- 2 of 7 steps independently.
- Annual goal429 characters
- By the annual IEP review date, given a destination and an arrival time, with a phone that has a transit app and the student's accessibility settings, the student will find the route, the stop, the departure time, and the transfer if needed, and tell or write the trip plan, performing all 7 steps independently, on 3 consecutive planned trips, as measured by a task-analysis checklist collected during O&M lessons, twice a month.
- Timeframe
- By the annual IEP review date
- Condition
- Given a destination and an arrival time, with a phone that has a transit app and the student's accessibility settings
- Behavior
- The student will find the route, the stop, the departure time, and the transfer if needed, and tell or write the trip plan
- Criteria
- Performing all 7 steps independently, on 3 consecutive planned trips
- Evaluation method
- A task-analysis checklist
- Schedule
- During O&M lessons, twice a month
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 all 7 steps independently
- Mastery rule:
- on 3 consecutive planned trips
- Collection schedule:
- during O&M lessons, twice a month
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a destination and an arrival time, with a phone that has a transit app and the student's accessibility settings, the student will find the route, the stop, the departure time, and the transfer if needed, and tell or write the trip plan, performing all 7 steps independently, on 3 consecutive planned trips, as measured by a task-analysis checklist collected during O&M lessons, twice a month.
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. Enter the start point and the destination | ||||||||
| 2. Set the arrival or departure time | ||||||||
| 3. Choose a route and read the bus or train number | ||||||||
| 4. Find the name and location of the boarding stop | ||||||||
| 5. Find the departure time and the travel time | ||||||||
| 6. Find any transfer point and the exit stop | ||||||||
| 7. Save or record the plan, including a return trip | ||||||||
| 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: 7 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.