Join the bus line when called
When to use this goal
For primary students who miss their bus call at dismissal, keep playing, or need an adult to bring them to the line. Present levels decide fit, not grade. Finding the right bus in the loop is a school independence goal; this one covers starting to move when called.
- Baseline
- Time the move at dismissal for a week, starting when the bus is called. Start the stopwatch when the cue ends and stop it when the student takes the first step toward the next place or activity. Record at least 5 transitions over 3 or more days, and note the activity being left, since leaving a preferred activity usually takes longer.
- Tips
- Pack-up should be done before bus calls start; packing is a functional routines goal. Match the bus card to the sign on the bus. Tell the family about the card so it stays on the backpack.
- Limits
- Covers moving to the line, not walking to or boarding the bus. Dismissal is noisy and busy; one adult should take the data each day.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-st-011.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when their bus number or name is called at dismissal, the student will begin moving to the bus line with their backpack independently within 10 seconds, on 4 of 5 consecutive school days, as measured by direct observation collected daily at dismissal.
Baseline: 60 seconds.
- 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. Latency 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 latency 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
- 60 seconds.
- Annual goal282 characters
- By the annual IEP review date, when their bus number or name is called at dismissal, the student will begin moving to the bus line with their backpack independently within 10 seconds, on 4 of 5 consecutive school days, as measured by direct observation collected daily at dismissal.
- Timeframe
- By the annual IEP review date
- Condition
- When their bus number or name is called at dismissal
- Behavior
- The student will begin moving to the bus line with their backpack independently
- Criteria
- Within 10 seconds, on 4 of 5 consecutive school days
- Evaluation method
- Direct observation
- Schedule
- Daily at dismissal
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Latency tracker. Records the cue time and the response time.
Latency tracker
Latency- Student label:
- Target:
- within 10 seconds
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily at dismissal
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when their bus number or name is called at dismissal, the student will begin moving to the bus line with their backpack independently within 10 seconds, on 4 of 5 consecutive school days, as measured by direct observation collected daily at dismissal.
| Date | Instruction / cue | Cue given (time) | Response began (time) | Latency (seconds) | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the cue ends (for example, the end of the direction). Stop when the defined response begins.
- Record latency in seconds. Shorter latency means faster starts.
- Use a stopwatch or a timer app. Avoid estimating from the clock when measuring seconds.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.