Board, ride, and exit the school bus following the routine
When to use this goal
For students who ride a bus with an aide or monitor and need prompts to board, find a seat, stay seated, and exit at the right stop. Observation on the actual bus with the transportation team decides which steps to include and whether a harness or assigned seat is part of the plan.
- Baseline
- Observe the routine on at least 3 typical days 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. Decide who observes each part: loading-zone staff see boarding and exiting at school, and the bus monitor sees the ride. Combine their marks on one sheet.
- Tips
- Involve the transportation department before writing the goal; they decide seating and monitor assignments. If the student rides a different bus for a field trip, note it. Transportation written as a related service in the IEP is separate from this skill goal.
- Limits
- Staff cannot observe the home stop; those steps are based on family or driver report. Behavior on a crowded general education bus may differ from a smaller special transportation bus.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-rt-013.
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Goal
By the annual IEP review date, when the school bus arrives at the afternoon loading zone, the student will complete the bus boarding, riding, and exiting routine, performing at least 7 of 8 steps independently, on 4 of 5 consecutive observed rides, as measured by a task-analysis checklist collected three rides per week, recorded by the bus monitor or loading-zone staff.
Baseline: 3 of 8 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 Functional Routines.
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 - Functional Routines
- Baseline
- 3 of 8 steps independently.
- Annual goal372 characters
- By the annual IEP review date, when the school bus arrives at the afternoon loading zone, the student will complete the bus boarding, riding, and exiting routine, performing at least 7 of 8 steps independently, on 4 of 5 consecutive observed rides, as measured by a task-analysis checklist collected three rides per week, recorded by the bus monitor or loading-zone staff.
- Timeframe
- By the annual IEP review date
- Condition
- When the school bus arrives at the afternoon loading zone
- Behavior
- The student will complete the bus boarding, riding, and exiting routine
- Criteria
- Performing at least 7 of 8 steps independently, on 4 of 5 consecutive observed rides
- Evaluation method
- A task-analysis checklist
- Schedule
- Three rides per week, recorded by the bus monitor or loading-zone staff
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 at least 7 of 8 steps independently
- Mastery rule:
- on 4 of 5 consecutive observed rides
- Collection schedule:
- three rides per week, recorded by the bus monitor or loading-zone staff
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the school bus arrives at the afternoon loading zone, the student will complete the bus boarding, riding, and exiting routine, performing at least 7 of 8 steps independently, on 4 of 5 consecutive observed rides, as measured by a task-analysis checklist collected three rides per week, recorded by the bus monitor or loading-zone staff.
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 behind the line or in the designated spot until the bus stops and the door opens | ||||||||
| 2. Walks up the steps using the handrail | ||||||||
| 3. Goes to the assigned seat without stopping in the aisle | ||||||||
| 4. Sits facing forward and fastens the seat belt or harness if the bus has one | ||||||||
| 5. Keeps backpack on lap or under the seat | ||||||||
| 6. Stays seated until the bus stops at the student's stop | ||||||||
| 7. Gathers belongings and walks to the door when called | ||||||||
| 8. Exits using the handrail and moves away from the bus to the waiting adult or sidewalk | ||||||||
| 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 8).
- 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.