Ride a city bus to a set stop
When to use this goal
For cane travelers with safe street skills who are learning to ride fixed-route buses. Present levels in trip planning and stop locating decide fit. The O&M specialist decides readiness and supervision.
- Baseline
- Ride one or two trips with the student and mark each step. Note how stop announcements work on that route.
- Tips
- All steps are required for independent travel on that route. Record the route; skills often need reteaching on a new line or after a schedule change.
- Limits
- Drivers and announcements vary. The goal does not replace the O&M specialist's judgment about when the student is ready for a harder route or less supervision.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-om-029.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during an O&M lesson on a planned bus trip, with the O&M specialist on the bus but not seated with the student, the student will find the stop, confirm the bus number, board and pay, ask for the stop, signal, and exit at the right stop, performing all 9 steps independently, across 4 consecutive bus trips, as measured by a task-analysis checklist collected during each bus lesson.
Baseline: 3 of 9 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
- 3 of 9 steps independently.
- Annual goal412 characters
- By the annual IEP review date, during an O&M lesson on a planned bus trip, with the O&M specialist on the bus but not seated with the student, the student will find the stop, confirm the bus number, board and pay, ask for the stop, signal, and exit at the right stop, performing all 9 steps independently, across 4 consecutive bus trips, as measured by a task-analysis checklist collected during each bus lesson.
- Timeframe
- By the annual IEP review date
- Condition
- During an O&M lesson on a planned bus trip, with the O&M specialist on the bus but not seated with the student
- Behavior
- The student will find the stop, confirm the bus number, board and pay, ask for the stop, signal, and exit at the right stop
- Criteria
- Performing all 9 steps independently, across 4 consecutive bus trips
- Evaluation method
- A task-analysis checklist
- Schedule
- During each bus lesson
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 9 steps independently
- Mastery rule:
- across 4 consecutive bus trips
- Collection schedule:
- during each bus lesson
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during an O&M lesson on a planned bus trip, with the O&M specialist on the bus but not seated with the student, the student will find the stop, confirm the bus number, board and pay, ask for the stop, signal, and exit at the right stop, performing all 9 steps independently, across 4 consecutive bus trips, as measured by a task-analysis checklist collected during each bus lesson.
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. Find the bus stop pole or shelter | ||||||||
| 2. Wait in a safe spot near the front of the stop | ||||||||
| 3. Confirm the bus number by asking the driver or using an app or monocular | ||||||||
| 4. Board using the handrail and the cane | ||||||||
| 5. Pay or show the pass | ||||||||
| 6. Ask the driver to call out the stop | ||||||||
| 7. Find a seat or a handhold | ||||||||
| 8. Track the stops by announcement or app and signal for the stop | ||||||||
| 9. Exit safely and orient on the sidewalk | ||||||||
| 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: 9 of 9).
- 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.