Follow a backup plan for a late ride
When to use this goal
For older students and young adults learning to travel more independently whose plans fall apart when a bus, ride, or pickup is late or changed. Present levels decide the backup steps and whether a phone is used; safety rules from the travel plan always apply.
- Baseline
- Use real delays and planned practice ones (the trainer says imagine the bus is not coming). Record which backup steps the student does without prompting. Confirm the student can use the phone and transit app in calm conditions first.
- Tips
- Each late or changed ride is one opportunity; met means every step on the card is followed. Safety steps are not optional, so the target is every opportunity. Keep a safety plan from the travel trainer or family alongside this goal.
- Limits
- Real delays are unpredictable. This goal does not replace a travel safety plan, and it measures only the response to delays.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-cf-037.
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Goal
By the annual IEP review date, during community travel training, when the bus or ride does not arrive within 10 minutes of the scheduled time, the student will follow the steps on the backup plan card (check the transit app or call the contact person, wait in the safe spot, and take the backup route if the contact person says to) independently in 4 of 4 opportunities, across 4 consecutive weeks of travel training, as measured by direct observation collected each travel training session.
Baseline: 1 of 4 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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 Cognitive Flexibility.
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
- Executive Function - Cognitive Flexibility
- Baseline
- 1 of 4 opportunities.
- Annual goal491 characters
- By the annual IEP review date, during community travel training, when the bus or ride does not arrive within 10 minutes of the scheduled time, the student will follow the steps on the backup plan card (check the transit app or call the contact person, wait in the safe spot, and take the backup route if the contact person says to) independently in 4 of 4 opportunities, across 4 consecutive weeks of travel training, as measured by direct observation collected each travel training session.
- Timeframe
- By the annual IEP review date
- Condition
- During community travel training, when the bus or ride does not arrive within 10 minutes of the scheduled time
- Behavior
- The student will follow the steps on the backup plan card (check the transit app or call the contact person, wait in the safe spot, and take the backup route if the contact person says to) independently
- Criteria
- In 4 of 4 opportunities, across 4 consecutive weeks of travel training
- Evaluation method
- Direct observation
- Schedule
- Each travel training session
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in 4 of 4 opportunities
- Mastery rule:
- across 4 consecutive weeks of travel training
- Collection schedule:
- each travel training session
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during community travel training, when the bus or ride does not arrive within 10 minutes of the scheduled time, the student will follow the steps on the backup plan card (check the transit app or call the contact person, wait in the safe spot, and take the backup route if the contact person says to) independently in 4 of 4 opportunities, across 4 consecutive weeks of travel training, as measured by direct observation collected each travel training session.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.