Ride the bus wheelchair lift following the routine
When to use this goal
For students who ride a lift-equipped bus in their wheelchair and need the driver or aide to move the chair onto and off the lift for every trip. Observed boardings, not age, decide which steps to teach.
- Baseline
- Ask the driver and aide to mark the six steps at three dismissals. Watch at least one boarding yourself; drivers often finish steps to save time, so the data may look worse or better than the student's skill.
- Tips
- Bus staff need the routine and the student's cues in writing. The driver always does the tie-downs and safety belt; the student's part is getting to the right place safely and on time. Older students can learn to direct staff through the tie-downs as a self-advocacy skill.
- Limits
- Transportation safety rules and the bus company's procedures come first. The goal does not cover what happens during the ride or the tie-down itself.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-mob-017.
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Goal
By the annual IEP review date, when boarding the bus at dismissal, the student will board the bus by lift and move to the securement spot following the lift steps, performing all 6 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected daily at dismissal.
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 Functional Mobility.
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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Functional Mobility
- Baseline
- 2 of 6 steps independently.
- Annual goal300 characters
- By the annual IEP review date, when boarding the bus at dismissal, the student will board the bus by lift and move to the securement spot following the lift steps, performing all 6 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected daily at dismissal.
- Timeframe
- By the annual IEP review date
- Condition
- When boarding the bus at dismissal
- Behavior
- The student will board the bus by lift and move to the securement spot following the lift steps
- Criteria
- Performing all 6 steps independently, across 3 consecutive weeks
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at dismissal
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:
- across 3 consecutive weeks
- Collection schedule:
- daily at dismissal
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when boarding the bus at dismissal, the student will board the bus by lift and move to the securement spot following the lift steps, performing all 6 steps independently, across 3 consecutive weeks, as measured by a task-analysis checklist collected daily at dismissal.
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 at the marked spot until the lift is fully lowered | ||||||||
| 2. Roll onto the lift platform facing the direction the driver shows | ||||||||
| 3. Lock the brakes or turn the power chair off | ||||||||
| 4. Keep hands and elbows inside the chair while the lift moves | ||||||||
| 5. Roll off the lift into the bus when told | ||||||||
| 6. Move to the securement spot and wait for the tie-downs and belt | ||||||||
| 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.