Ride the shuttle to a second campus
When to use this goal
For high school students who attend part of the day at a career and technical center, a community college, or another school and need staff to ride with them. Present levels in bus routines and in reading a schedule decide fit; the team decides when the student rides without staff.
- 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. Ask staff at the second campus to log arrival time; the sending school logs departure.
- Tips
- Fade staff support from riding along, to meeting at the stop, to a text check. Teach what to do if the shuttle does not come (call a listed number). This prepares students for transit in adult life.
- Limits
- Not for students whose safety plan requires staff on transport. Public transit routes are a separate goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-si-032.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, at the scheduled shuttle time to the career center or second campus, given the shuttle schedule, the student will get to the shuttle stop on time, ride to the second campus, and check in at the class, performing at least 6 of 7 steps independently, across 5 consecutive trips, as measured by direct observation collected at each trip, logged by staff at both ends.
Baseline: 2 of 7 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. Direct observation 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 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
- 2 of 7 steps independently.
- Annual goal395 characters
- By the annual IEP review date, at the scheduled shuttle time to the career center or second campus, given the shuttle schedule, the student will get to the shuttle stop on time, ride to the second campus, and check in at the class, performing at least 6 of 7 steps independently, across 5 consecutive trips, as measured by direct observation collected at each trip, logged by staff at both ends.
- Timeframe
- By the annual IEP review date
- Condition
- At the scheduled shuttle time to the career center or second campus, given the shuttle schedule
- Behavior
- The student will get to the shuttle stop on time, ride to the second campus, and check in at the class
- Criteria
- Performing at least 6 of 7 steps independently, across 5 consecutive trips
- Evaluation method
- Direct observation
- Schedule
- At each trip, logged by staff at both ends
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 6 of 7 steps independently
- Mastery rule:
- across 5 consecutive trips
- Collection schedule:
- at each trip, logged by staff at both ends
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, at the scheduled shuttle time to the career center or second campus, given the shuttle schedule, the student will get to the shuttle stop on time, ride to the second campus, and check in at the class, performing at least 6 of 7 steps independently, across 5 consecutive trips, as measured by direct observation collected at each trip, logged by staff at both ends.
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. Leaves class at the right time for the shuttle | ||||||||
| 2. Goes to the correct shuttle stop | ||||||||
| 3. Checks the shuttle's sign or number before boarding | ||||||||
| 4. Shows the pass or signs the rider list | ||||||||
| 5. Gets off at the second campus stop | ||||||||
| 6. Walks to the class or check-in desk | ||||||||
| 7. Checks in with the instructor or front desk | ||||||||
| 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 7).
- 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.