Take the planned route from the bus loop
When to use this goal
For upper elementary and middle school students who wander, go to the wrong area, or leave the building after getting off the bus in the morning. Present levels decide fit, not grade. For students with a history of leaving the area, write the route into the safety plan as well.
- Baseline
- For two weeks, record each arrival: whether the student reached the assigned spot by the planned route, where they went if not, and how long it took. Ask bus staff what they see at the loop.
- Tips
- Score each arrival day as one opportunity. Keep the target at every arrival when leaving the area is a safety risk. The staff member at the door logs arrival times so the student is not followed.
- Limits
- Covers the route only. What the student does once at the morning location (breakfast, homeroom) is a functional routines goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-st-019.
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Goal
By the annual IEP review date, during morning arrival from the bus loop to their assigned morning location, the student will walk from the bus loop to their assigned morning location by the planned route and check in there independently in 5 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily at arrival, summarized weekly.
Baseline: 2 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 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 5 opportunities.
- Annual goal370 characters
- By the annual IEP review date, during morning arrival from the bus loop to their assigned morning location, the student will walk from the bus loop to their assigned morning location by the planned route and check in there independently in 5 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily at arrival, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During morning arrival from the bus loop to their assigned morning location
- Behavior
- The student will walk from the bus loop to their assigned morning location by the planned route and check in there independently
- Criteria
- In 5 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Daily at arrival, 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 5 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- daily at arrival, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during morning arrival from the bus loop to their assigned morning location, the student will walk from the bus loop to their assigned morning location by the planned route and check in there independently in 5 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily at arrival, 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.