Find the correct bus or pick-up line at dismissal
When to use this goal
For students who are walked to the bus by an adult and who could find it with a number card or landmark if taught. Use observation at dismissal and present levels in number matching to decide the support to start with.
- Baseline
- Observe 5 dismissals: did the student reach the correct bus or line without an adult directing them, and how long did it take? Note days when buses parked out of order, which is a harder opportunity.
- Tips
- Fade the adult by distance (beside, behind, at the door) and record the distance on the sheet. A safety plan is needed if the student might leave the dismissal area; this goal assumes the student stays with the flow of students.
- Limits
- Bus loading zones change layout for weather or construction. A student who boards the wrong bus creates a safety event, so keep an adult in sight until data are steady.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-si-012.
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Goal
By the annual IEP review date, at dismissal, when the student's bus number is called or shown on the dismissal board, the student will walk to the correct bus or pick-up line and board or wait as directed independently in at least 4 of 5 opportunities, for 3 consecutive weeks, as measured by direct observation collected daily at dismissal, summarized weekly.
Baseline: 1 of 5 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 School-Related Independence.
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 - School-Related Independence
- Baseline
- 1 of 5 opportunities.
- Annual goal360 characters
- By the annual IEP review date, at dismissal, when the student's bus number is called or shown on the dismissal board, the student will walk to the correct bus or pick-up line and board or wait as directed independently in at least 4 of 5 opportunities, for 3 consecutive weeks, as measured by direct observation collected daily at dismissal, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- At dismissal, when the student's bus number is called or shown on the dismissal board
- Behavior
- The student will walk to the correct bus or pick-up line and board or wait as directed independently
- Criteria
- In at least 4 of 5 opportunities, for 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Daily at dismissal, summarized weekly
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 at least 4 of 5 opportunities
- Mastery rule:
- for 3 consecutive weeks
- Collection schedule:
- daily at dismissal, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, at dismissal, when the student's bus number is called or shown on the dismissal board, the student will walk to the correct bus or pick-up line and board or wait as directed independently in at least 4 of 5 opportunities, for 3 consecutive weeks, as measured by direct observation collected daily at dismissal, summarized weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.