Schedule and take a paratransit ride
When to use this goal
For students 16 to 21 who are eligible for paratransit and are learning to schedule and manage their own rides. Present levels in phone calls or app use and in keeping track of times decide fit.
- Baseline
- Observe one booking and one ride and mark each step. Check the student's eligibility and account details with the family first.
- Tips
- Paratransit pickup windows are wide; waiting safely is part of the skill. Include what to do if the ride is late.
- Limits
- Rules differ by agency. The template does not cover eligibility applications, which may be a separate transition goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-om-030.
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Goal
By the annual IEP review date, given a destination, a date, and a pickup time, with the student's paratransit account and a phone, the student will book the ride, confirm the times, wait at the pickup spot, board, and confirm the destination with the driver, performing all 8 steps independently, across 3 consecutive trips, as measured by a task-analysis checklist collected with each scheduled trip.
Baseline: 2 of 8 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 8 steps independently.
- Annual goal401 characters
- By the annual IEP review date, given a destination, a date, and a pickup time, with the student's paratransit account and a phone, the student will book the ride, confirm the times, wait at the pickup spot, board, and confirm the destination with the driver, performing all 8 steps independently, across 3 consecutive trips, as measured by a task-analysis checklist collected with each scheduled trip.
- Timeframe
- By the annual IEP review date
- Condition
- Given a destination, a date, and a pickup time, with the student's paratransit account and a phone
- Behavior
- The student will book the ride, confirm the times, wait at the pickup spot, board, and confirm the destination with the driver
- Criteria
- Performing all 8 steps independently, across 3 consecutive trips
- Evaluation method
- A task-analysis checklist
- Schedule
- With each scheduled trip
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 8 steps independently
- Mastery rule:
- across 3 consecutive trips
- Collection schedule:
- with each scheduled trip
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a destination, a date, and a pickup time, with the student's paratransit account and a phone, the student will book the ride, confirm the times, wait at the pickup spot, board, and confirm the destination with the driver, performing all 8 steps independently, across 3 consecutive trips, as measured by a task-analysis checklist collected with each scheduled trip.
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. Call or open the app during booking hours | ||||||||
| 2. Give the account number, pickup address, and destination | ||||||||
| 3. Give the requested time and accept or negotiate the pickup window | ||||||||
| 4. Record the confirmation number and the pickup window | ||||||||
| 5. Be ready at the pickup spot at the start of the window | ||||||||
| 6. Confirm the driver and the destination before boarding | ||||||||
| 7. Board with the cane and fasten the seat belt | ||||||||
| 8. Exit at the destination and orient | ||||||||
| 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: 8 of 8).
- 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.