Ride a bus route with one transfer
When to use this goal
For students who ride one familiar bus route and need to reach a job, class, or service that takes two buses. Builds on single-route riding; present levels, the travel plan, and safety skills 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
- Travel steps are safety steps, so the target is every step on every trip before staff distance increases. Write the plan with the student, family, and O&M specialist if one is involved.
- 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-018.
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Goal
By the annual IEP review date, on a two-bus trip from school or home to a job site or program, with a written or phone travel plan and staff following at a planned distance, the student will travel the route with one transfer and arrive at the destination, performing all 11 steps independently, on 5 consecutive trips, as measured by a task-analysis checklist collected at each travel-training trip.
Baseline: 4 of 11 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
- 4 of 11 steps independently.
- Annual goal400 characters
- By the annual IEP review date, on a two-bus trip from school or home to a job site or program, with a written or phone travel plan and staff following at a planned distance, the student will travel the route with one transfer and arrive at the destination, performing all 11 steps independently, on 5 consecutive trips, as measured by a task-analysis checklist collected at each travel-training trip.
- Timeframe
- By the annual IEP review date
- Condition
- On a two-bus trip from school or home to a job site or program, with a written or phone travel plan and staff following at a planned distance
- Behavior
- The student will travel the route with one transfer and arrive at the destination
- Criteria
- Performing all 11 steps independently, on 5 consecutive trips
- Evaluation method
- A task-analysis checklist
- Schedule
- At each travel-training trip
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 11 steps independently
- Mastery rule:
- on 5 consecutive trips
- Collection schedule:
- at each travel-training trip
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on a two-bus trip from school or home to a job site or program, with a written or phone travel plan and staff following at a planned distance, the student will travel the route with one transfer and arrive at the destination, performing all 11 steps independently, on 5 consecutive trips, as measured by a task-analysis checklist collected at each travel-training trip.
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. Checks the first bus time in the app or schedule | ||||||||
| 2. Walks to the first stop and waits in the waiting area | ||||||||
| 3. Checks the route number and boards the first bus | ||||||||
| 4. Pays or taps the fare | ||||||||
| 5. Signals for the transfer stop | ||||||||
| 6. Exits and finds the stop for the second bus | ||||||||
| 7. Checks the second route number and boards | ||||||||
| 8. Taps the fare or shows the transfer | ||||||||
| 9. Signals for the destination stop | ||||||||
| 10. Exits and walks to the destination | ||||||||
| 11. Texts the planned contact that they arrived | ||||||||
| 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: 11 of 11).
- 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.