Get from the bus to the classroom
When to use this goal
For young students who need an adult to hold their hand or carry them from the bus to class, or who run, sit down, or wander on the way. Present levels decide fit, not age. Arrival steps after entering the room (unpacking, hanging up a bag) are in functional routines goals.
- Baseline
- Ask the bus aide about the ride and how the student leaves the bus. Observe the transition on at least 3 days and mark each step as independent, done with a named prompt (gesture, picture, verbal, physical), or not done. Count only independent steps.
- Tips
- Keep the route and the adult the same at first. Hand-holding for safety near buses is a safety plan decision and is not a missed step. Fade the adult's distance before fading the photo strip.
- Limits
- Covers the trip from the bus to the room only. Bus riding behavior and the arrival routine inside the room have their own goals. A changed bus loop or a substitute aide can affect the data.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-st-004.
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Goal
By the annual IEP review date, during morning arrival from the school bus, the student will complete the steps of walking from the bus to the classroom, performing all 6 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily during morning arrival.
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 Transitions Between Activities.
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 - Transitions Between Activities
- Baseline
- 2 of 6 steps independently.
- Annual goal306 characters
- By the annual IEP review date, during morning arrival from the school bus, the student will complete the steps of walking from the bus to the classroom, performing all 6 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily during morning arrival.
- Timeframe
- By the annual IEP review date
- Condition
- During morning arrival from the school bus
- Behavior
- The student will complete the steps of walking from the bus to the classroom
- Criteria
- Performing all 6 steps independently, on 4 of 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily during morning arrival
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 school days
- Collection schedule:
- daily during morning arrival
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during morning arrival from the school bus, the student will complete the steps of walking from the bus to the classroom, performing all 6 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily during morning arrival.
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. Wait in the seat until the bus stops and the adult signals | ||||||||
| 2. Walk down the bus steps holding the rail | ||||||||
| 3. Walk to the adult or line at the curb | ||||||||
| 4. Walk with the group to the building door | ||||||||
| 5. Walk the hallway route to the classroom | ||||||||
| 6. Enter the classroom and go to the first-activity spot | ||||||||
| 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.