Ride a city bus from boarding to the correct stop
When to use this goal
For students in a travel-training program who have planned a trip (fn-cs-013) and are ready to ride with staff nearby. Base the choice on present levels in community safety, paying fares, and recognizing stops; staff ride along until data show independence.
- Baseline
- Observe the routine on at least 3 occasions before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Baseline on a short, familiar route in off-peak hours; crowded buses and missed stops are harder conditions to introduce later.
- Tips
- Staff presence is a safety requirement; fade by seating distance and record it. Teach what to do if the stop is missed (get off at the next stop and call) as a separate safety script. Bus passes and fares are arranged with the family and transit agency.
- Limits
- Travel training needs staffing, fares, and family consent that not every program has. Routes and schedules change; keep the trip card updated.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-014.
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Goal
By the annual IEP review date, during a planned bus trip on a familiar route with a staff member seated nearby, the student will complete the bus ride routine from the stop to the destination with a staff member on the bus, performing all 9 steps independently, on 3 consecutive trips, as measured by a task-analysis checklist collected at each training trip (at least twice monthly).
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 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
- 3 of 9 steps independently.
- Annual goal384 characters
- By the annual IEP review date, during a planned bus trip on a familiar route with a staff member seated nearby, the student will complete the bus ride routine from the stop to the destination with a staff member on the bus, performing all 9 steps independently, on 3 consecutive trips, as measured by a task-analysis checklist collected at each training trip (at least twice monthly).
- Timeframe
- By the annual IEP review date
- Condition
- During a planned bus trip on a familiar route with a staff member seated nearby
- Behavior
- The student will complete the bus ride routine from the stop to the destination with a staff member on the bus
- Criteria
- Performing all 9 steps independently, on 3 consecutive trips
- Evaluation method
- A task-analysis checklist
- Schedule
- At each training trip (at least twice monthly)
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:
- on 3 consecutive trips
- Collection schedule:
- at each training trip (at least twice monthly)
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a planned bus trip on a familiar route with a staff member seated nearby, the student will complete the bus ride routine from the stop to the destination with a staff member on the bus, performing all 9 steps independently, on 3 consecutive trips, as measured by a task-analysis checklist collected at each training trip (at least twice monthly).
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. Arrives at the correct stop before the scheduled time | ||||||||
| 2. Checks the route number on the front of the bus before boarding | ||||||||
| 3. Boards and pays the fare or taps the pass | ||||||||
| 4. Takes a seat or holds a rail while standing | ||||||||
| 5. Watches for the stop using landmarks or the announcement | ||||||||
| 6. Signals the stop one stop ahead | ||||||||
| 7. Exits by the correct door after the bus stops | ||||||||
| 8. Moves away from the bus to the sidewalk and checks the location | ||||||||
| 9. Walks to the destination from the stop | ||||||||
| 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.