Reload a transit card
When to use this goal
For students who ride transit with a card a family member keeps loaded. Needs reading a machine screen or app and paying; 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
- Plan reload amounts with the family and the student's budget. Pair with the personal-finance budget goals.
- Limits
- Machines and apps differ by city.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ca-020.
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Goal
By the annual IEP review date, at a transit station fare machine, with the student's card and money or a debit card, the student will add the planned amount or pass to the card and check the new balance, performing at least 6 of 7 steps independently, on 3 consecutive reloads, as measured by a task-analysis checklist collected at each reload, at least monthly.
Baseline: 2 of 7 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
- 2 of 7 steps independently.
- Annual goal362 characters
- By the annual IEP review date, at a transit station fare machine, with the student's card and money or a debit card, the student will add the planned amount or pass to the card and check the new balance, performing at least 6 of 7 steps independently, on 3 consecutive reloads, as measured by a task-analysis checklist collected at each reload, at least monthly.
- Timeframe
- By the annual IEP review date
- Condition
- At a transit station fare machine, with the student's card and money or a debit card
- Behavior
- The student will add the planned amount or pass to the card and check the new balance
- Criteria
- Performing at least 6 of 7 steps independently, on 3 consecutive reloads
- Evaluation method
- A task-analysis checklist
- Schedule
- At each reload, at least monthly
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 6 of 7 steps independently
- Mastery rule:
- on 3 consecutive reloads
- Collection schedule:
- at each reload, at least monthly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at a transit station fare machine, with the student's card and money or a debit card, the student will add the planned amount or pass to the card and check the new balance, performing at least 6 of 7 steps independently, on 3 consecutive reloads, as measured by a task-analysis checklist collected at each reload, at least monthly.
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 card balance | ||||||||
| 2. Chooses add value or a pass | ||||||||
| 3. Chooses the planned amount | ||||||||
| 4. Pays with cash or card | ||||||||
| 5. Takes the card and any receipt | ||||||||
| 6. Checks the new balance on the screen or app | ||||||||
| 7. Puts the card away | ||||||||
| 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 7).
- 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.