Plan a bus trip using a route map or transit app
When to use this goal
For students who will use public transportation after school and can read route numbers and times (see fn-fa-012). Present levels in reading tables and using a phone app decide whether the plan uses a printed schedule or an app.
- Baseline
- Give 2 destinations on routes the student might use. A field is correct when it matches the schedule or app. Note whether errors come from the map (wrong route) or the table (wrong time); they need different instruction.
- Tips
- Use the local transit system's real map and app. Plan trips the class will actually take so the plan is tested on fn-cs-014. Reduced-fare or paratransit eligibility is a family decision; this template covers fixed-route planning.
- Limits
- Transfers and route changes add steps beyond this template. Apps change their layout; the planning sheet keeps the skill stable across tools.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-013.
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Goal
By the annual IEP review date, given a destination, a printed route map and schedule, and a trip-planning sheet, the student will complete the trip-planning sheet for the destination independently with 100% accuracy on trip-planning sheet fields, on 3 consecutive trip plans, as measured by work-sample analysis collected weekly.
Baseline: 30% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy 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 Community & Safety Skills.
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
- Functional & Independence Skills - Community & Safety Skills
- Baseline
- 30% accuracy.
- Annual goal329 characters
- By the annual IEP review date, given a destination, a printed route map and schedule, and a trip-planning sheet, the student will complete the trip-planning sheet for the destination independently with 100% accuracy on trip-planning sheet fields, on 3 consecutive trip plans, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a destination, a printed route map and schedule, and a trip-planning sheet
- Behavior
- The student will complete the trip-planning sheet for the destination independently
- Criteria
- With 100% accuracy on trip-planning sheet fields, on 3 consecutive trip plans
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with 100% accuracy on trip-planning sheet fields
- Mastery rule:
- on 3 consecutive trip plans
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a destination, a printed route map and schedule, and a trip-planning sheet, the student will complete the trip-planning sheet for the destination independently with 100% accuracy on trip-planning sheet fields, on 3 consecutive trip plans, as measured by work-sample analysis collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.