Board, ride, and exit the school bus following the bus rules
When to use this goal
For students who stand while the bus is moving, change seats, or leave the seat before the bus stops. Scores the bus routine as steps, with the driver or bus aide collecting data. Base the choice on the driver's report. Street crossing to the bus is in community-safety.
- Baseline
- Give the driver or aide a one-line checklist for 5 rides. Staying seated while moving is the usual gap. Note the seat location; the back of the bus is harder for almost everyone.
- Tips
- The driver's data sheet must take under 30 seconds. An assigned seat up front and a picture card do most of the work. Reinforce at school after a good ride. Transportation staff are part of the team and need the plan in writing.
- Limits
- Drivers cannot observe closely while driving; an aide collects better data. Does not cover behavior at the bus stop before the bus arrives.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-019.
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Goal
By the annual IEP review date, during the bus ride to or from school with an assigned seat and the bus rules reviewed, the student will complete the bus routine steps, performing all 7 steps independently, on 8 of 10 consecutive scored rides, as measured by a task-analysis checklist collected daily, scored by the driver or aide on a one-line sheet.
Baseline: 3 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 Safety Behaviors.
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
- Behavior & Classroom Expectations - Safety Behaviors
- Baseline
- 3 of 7 steps independently.
- Annual goal350 characters
- By the annual IEP review date, during the bus ride to or from school with an assigned seat and the bus rules reviewed, the student will complete the bus routine steps, performing all 7 steps independently, on 8 of 10 consecutive scored rides, as measured by a task-analysis checklist collected daily, scored by the driver or aide on a one-line sheet.
- Timeframe
- By the annual IEP review date
- Condition
- During the bus ride to or from school with an assigned seat and the bus rules reviewed
- Behavior
- The student will complete the bus routine steps
- Criteria
- Performing all 7 steps independently, on 8 of 10 consecutive scored rides
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily, scored by the driver or aide on a one-line sheet
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 8 of 10 consecutive scored rides
- Collection schedule:
- daily, scored by the driver or aide on a one-line sheet
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during the bus ride to or from school with an assigned seat and the bus rules reviewed, the student will complete the bus routine steps, performing all 7 steps independently, on 8 of 10 consecutive scored rides, as measured by a task-analysis checklist collected daily, scored by the driver or aide on a one-line sheet.
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. Waits at the stop or loading area until the bus stops and the door opens | ||||||||
| 2. Boards using the handrail, one step at a time | ||||||||
| 3. Goes to the assigned seat and sits facing forward | ||||||||
| 4. Stays seated with the seat belt on (where fitted) while the bus is moving | ||||||||
| 5. Keeps hands, feet, and belongings in own space | ||||||||
| 6. Stands only after the bus has stopped and the driver signals | ||||||||
| 7. Exits using the handrail and moves away from the bus | ||||||||
| 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.