For adults considering community-travel skill goals
How can we prepare a transportation-related IHS learning goal?
Describe the travel skill the person wants to learn and distinguish it from the ride itself. Reading a route, planning a departure or asking for information are different questions from who drives or pays the fare. Agree on support and access needs before discussing a practice trip.
Start with one chosen destination
Ask where the person wants to go and why. A familiar destination can make the discussion concrete, but familiarity alone does not establish that a route is appropriate for independent travel. Record what the person already understands and what they want to practice.
Verify current route details and access arrangements with the transport provider. Do not rely on a saved example, an old timetable or a support worker’s memory for current travel information.
Keep the learning and travel arrangements distinct
Make two lists: skills to discuss and practical arrangements to confirm. The first might include locating information or recognizing a destination. The second includes accompaniment, fares, accessibility and what happens if the route changes.
Minnesota’s IHS options describe community-resource learning as a possible training focus. Whether the proposed activity fits the person’s service requires review. A completed worksheet is not permission for independent travel or confirmation that transport costs are covered.
Build in the person’s feedback
Ask how the person wants to discuss an unfamiliar situation, request help or stop the practice. Record their preferences and bring unresolved concerns to the team. After an agreed activity, review what was understandable and what needs a different explanation rather than judging success only by arrival.
Transportation learning brief
Download this editable worksheet, add your notes, and bring it to the relevant planning conversation. Leave unknown details blank and identify who can confirm them.
Download worksheet (.txt)- Chosen destination
- Where does the person want to go, and what is the purpose?
- Skill to discuss
- Which part of finding, planning or using travel information needs practice?
- Current knowledge
- What does the person already know or use successfully?
- Arrangements to confirm
- Who checks access, accompaniment, costs, route changes and the return trip?
- Review question
- What would the person like to feel clearer about after practice?
An optional discussion tool, not an official assessment, authorization, service plan, or emergency plan. Keep completed copies private and share through an agreed channel.
Illustrative planning example
A person wants to understand how to find a departure time for a familiar community center. The team discusses reading the timetable as a learning goal and separately confirms who would accompany any trip. The goal does not assume the person will travel alone.
This example is invented to explain the worksheet; it is not a client story or a promised outcome.
Your next step
Use the brief with the case manager and prospective provider. Confirm the authorized activity and practical travel arrangements separately.
For a conversation with Clemens Health about your Twin Cities location, call (651) 354-1196 or send a referral. Service fit, authorization, and staffing need to be confirmed.
Minnesota resources
State resources explain program rules. The worksheet and examples are Clemens Health planning aids. Links were checked October 5, 2026; follow the current state guidance for eligibility and service questions.