Check a rideshare car before getting in
When to use this goal
For young adults whose family has agreed they may use rideshare or taxis, who would get into the first car that stops. Needs reading the app's car, plate, and driver details; present levels and the family's plan 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
- Each step protects the rider, so the target is every step. If anything does not match, the student does not get in and cancels the ride.
- 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. Rideshare age rules apply; riders must meet the company's minimum age.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ca-024.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when a requested rideshare arrives on a supervised community trip, with the app open on the student's phone, the student will match the car, plate, and driver to the app and share the trip before getting in, performing all 7 steps independently, on 4 consecutive rides, as measured by a task-analysis checklist collected at each rideshare or practice pickup.
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 goal389 characters
- By the annual IEP review date, when a requested rideshare arrives on a supervised community trip, with the app open on the student's phone, the student will match the car, plate, and driver to the app and share the trip before getting in, performing all 7 steps independently, on 4 consecutive rides, as measured by a task-analysis checklist collected at each rideshare or practice pickup.
- Timeframe
- By the annual IEP review date
- Condition
- When a requested rideshare arrives on a supervised community trip, with the app open on the student's phone
- Behavior
- The student will match the car, plate, and driver to the app and share the trip before getting in
- Criteria
- Performing all 7 steps independently, on 4 consecutive rides
- Evaluation method
- A task-analysis checklist
- Schedule
- At each rideshare or practice pickup
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 7 steps independently
- Mastery rule:
- on 4 consecutive rides
- Collection schedule:
- at each rideshare or practice pickup
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when a requested rideshare arrives on a supervised community trip, with the app open on the student's phone, the student will match the car, plate, and driver to the app and share the trip before getting in, performing all 7 steps independently, on 4 consecutive rides, as measured by a task-analysis checklist collected at each rideshare or practice pickup.
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. Waits for the car in a public, well-lit spot | ||||||||
| 2. Matches the license plate to the app | ||||||||
| 3. Matches the car's make and color to the app | ||||||||
| 4. Checks the driver's photo and name | ||||||||
| 5. Asks the driver who they are picking up and does not say their own name first | ||||||||
| 6. Shares the trip with a family member or staff in the app | ||||||||
| 7. Sits in the back seat and buckles up | ||||||||
| 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 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.