Tap a transit card to board
When to use this goal
For middle school students starting travel training who hand the fare to staff or freeze at the reader. Needs a youth or reduced-fare card; present levels decide fit, not grade.
- Baseline
- Take the baseline on real trips, at least 3, with staff close enough to step in. Mark each step independent, prompted (note the prompt), or done by staff, and record where staff stood; a step done with staff right beside the student is not the same as one done with staff at a distance.
- Tips
- Reduced-fare cards for riders with disabilities need an application the family can start; it can be a community-access goal of its own.
- Limits
- Solo travel is a team and family decision based on data, the travel plan, and the student's safety skills; this goal does not decide it. Street crossing and stranger responses are covered by community-safety goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ca-008.
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Goal
By the annual IEP review date, when boarding a city bus or entering a rail station on a travel-training trip, with the student's transit card, the student will tap or scan the fare and check that it was accepted before moving on, performing at least 5 of 6 steps independently, on 4 consecutive rides, as measured by a task-analysis checklist collected at each ride.
Baseline: 1 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 Community Access & Travel.
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
- Transition & Postsecondary Skills - Community Access & Travel
- Baseline
- 1 of 6 steps independently.
- Annual goal366 characters
- By the annual IEP review date, when boarding a city bus or entering a rail station on a travel-training trip, with the student's transit card, the student will tap or scan the fare and check that it was accepted before moving on, performing at least 5 of 6 steps independently, on 4 consecutive rides, as measured by a task-analysis checklist collected at each ride.
- Timeframe
- By the annual IEP review date
- Condition
- When boarding a city bus or entering a rail station on a travel-training trip, with the student's transit card
- Behavior
- The student will tap or scan the fare and check that it was accepted before moving on
- Criteria
- Performing at least 5 of 6 steps independently, on 4 consecutive rides
- Evaluation method
- A task-analysis checklist
- Schedule
- At each ride
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 5 of 6 steps independently
- Mastery rule:
- on 4 consecutive rides
- Collection schedule:
- at each ride
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when boarding a city bus or entering a rail station on a travel-training trip, with the student's transit card, the student will tap or scan the fare and check that it was accepted before moving on, performing at least 5 of 6 steps independently, on 4 consecutive rides, as measured by a task-analysis checklist collected at each ride.
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. Has the card or phone out before the bus or gate | ||||||||
| 2. Taps or scans at the reader | ||||||||
| 3. Checks the light or sound for accepted | ||||||||
| 4. Asks the driver or station staff for help if it is declined | ||||||||
| 5. Puts the card or phone away | ||||||||
| 6. Moves on to a seat or through the gate | ||||||||
| 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: 5 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.