Book a paratransit trip by phone or online
When to use this goal
For students who are eligible for paratransit and whose family books every ride. Needs giving addresses, times, and needs to a scheduler; present levels in phone or app use decide fit, not grade.
- Baseline
- Run 3 bookings, practice or real, before setting the target. Mark each step independent, prompted, or done by an adult, and note which facts the student had to look up during the call.
- Tips
- Most systems book a day or more ahead; teach the booking window. AAC users can book online or with a prepared message.
- Limits
- Eligibility is decided by the transit agency, not the IEP team. Booking rules differ by city.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ca-022.
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Goal
By the annual IEP review date, when the student needs a ride to a job, class, or appointment, using the paratransit booking line or website with a family member nearby, the student will book the trip with the right addresses, times, and needs and record the confirmation, performing at least 7 of 8 steps independently, on 3 consecutive bookings, as measured by a task-analysis checklist collected at each booking, at least every two weeks.
Baseline: 2 of 8 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 8 steps independently.
- Annual goal440 characters
- By the annual IEP review date, when the student needs a ride to a job, class, or appointment, using the paratransit booking line or website with a family member nearby, the student will book the trip with the right addresses, times, and needs and record the confirmation, performing at least 7 of 8 steps independently, on 3 consecutive bookings, as measured by a task-analysis checklist collected at each booking, at least every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When the student needs a ride to a job, class, or appointment, using the paratransit booking line or website with a family member nearby
- Behavior
- The student will book the trip with the right addresses, times, and needs and record the confirmation
- Criteria
- Performing at least 7 of 8 steps independently, on 3 consecutive bookings
- Evaluation method
- A task-analysis checklist
- Schedule
- At each booking, at least every two weeks
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 7 of 8 steps independently
- Mastery rule:
- on 3 consecutive bookings
- Collection schedule:
- at each booking, at least every two weeks
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the student needs a ride to a job, class, or appointment, using the paratransit booking line or website with a family member nearby, the student will book the trip with the right addresses, times, and needs and record the confirmation, performing at least 7 of 8 steps independently, on 3 consecutive bookings, as measured by a task-analysis checklist collected at each booking, at least every two weeks.
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. Calls or opens the booking site within the booking window | ||||||||
| 2. Gives their rider ID number | ||||||||
| 3. Gives the pickup address | ||||||||
| 4. Gives the drop-off address | ||||||||
| 5. States the appointment time and asks for a pickup that arrives on time | ||||||||
| 6. States any mobility device, service animal, or companion | ||||||||
| 7. Books the return trip | ||||||||
| 8. Writes down or saves the pickup window and confirmation | ||||||||
| 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: 7 of 8).
- 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.