Wait for a scheduled ride and confirm the vehicle
When to use this goal
For students who are picked up by a family member, a paratransit van, or a program vehicle and who get into the wrong car, leave the pickup spot, or do not check who is driving. Base the choice on present levels in waiting and in stating personal safety rules.
- 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. Daily dismissal gives the opportunities; include one planned role-play with an unexpected vehicle to see whether the student checks before boarding.
- Tips
- Agree on the plan with the family: who picks up, what the vehicle looks like, and a code word if the family wants one. Rideshare pickups add app-based checks (license plate) for older students. Step 6 needs a defined time (for example, 15 minutes).
- Limits
- Role-plays with unexpected vehicles must be done with care so the student is not frightened or confused about staff. Real pickups rarely vary, so the checking step gets little real practice.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-015.
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Goal
By the annual IEP review date, at the end of the school day at the designated pickup spot, when a family member or program vehicle is scheduled, the student will wait at the pickup spot and board only the confirmed vehicle with staff observing, performing all 6 steps independently, on 4 of 5 consecutive pickups, as measured by a task-analysis checklist collected daily at dismissal, summarized weekly.
Baseline: 2 of 6 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
- 2 of 6 steps independently.
- Annual goal403 characters
- By the annual IEP review date, at the end of the school day at the designated pickup spot, when a family member or program vehicle is scheduled, the student will wait at the pickup spot and board only the confirmed vehicle with staff observing, performing all 6 steps independently, on 4 of 5 consecutive pickups, as measured by a task-analysis checklist collected daily at dismissal, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- At the end of the school day at the designated pickup spot, when a family member or program vehicle is scheduled
- Behavior
- The student will wait at the pickup spot and board only the confirmed vehicle with staff observing
- Criteria
- Performing all 6 steps independently, on 4 of 5 consecutive pickups
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at dismissal, summarized weekly
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 6 steps independently
- Mastery rule:
- on 4 of 5 consecutive pickups
- Collection schedule:
- daily at dismissal, summarized weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the end of the school day at the designated pickup spot, when a family member or program vehicle is scheduled, the student will wait at the pickup spot and board only the confirmed vehicle with staff observing, performing all 6 steps independently, on 4 of 5 consecutive pickups, as measured by a task-analysis checklist collected daily at dismissal, summarized weekly.
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. Goes to the designated pickup spot at the scheduled time | ||||||||
| 2. Stays at the spot without wandering | ||||||||
| 3. Checks the vehicle and driver against the pickup card or plan | ||||||||
| 4. Asks the driver's name or the code word if the plan calls for it | ||||||||
| 5. Boards only when the vehicle and driver match | ||||||||
| 6. Tells staff or calls the contact if the ride is late by the agreed time | ||||||||
| 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: 6 of 6).
- 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.