Follow the library or computer lab routine
When to use this goal
For students who run in the library, pull books off shelves, change settings on lab computers, or do not check out or log off. Scores the routine as steps edited to the school's library or lab. Base the choice on the librarian's or lab teacher's checklist.
- Baseline
- Score 3 visits with the checklist. Note which step fails; handling and the end-of-visit steps are the usual gaps. A prepared book choice list or a bookmarked lab page removes the wandering that starts many problems.
- Tips
- Edit the steps to the room; a library without checkout or a lab with auto-logoff needs fewer steps. Give the librarian and lab teacher a 30-second checklist. Device-use expectations in the regular classroom are bh-cls-021.
- Limits
- Weekly visits make slow data; add a second visit when possible. Does not measure reading choice or computer skills.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-028.
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Goal
By the annual IEP review date, during a weekly library visit with the routine posted and the librarian briefed, the student will complete the library or lab routine steps, performing at least 5 of 6 steps independently, on 4 of 5 consecutive scored visits, as measured by a task-analysis checklist collected each visit, scored by the librarian or lab teacher.
Baseline: 2 of 6 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 Classroom Expectations & Routines.
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
- Behavior & Classroom Expectations - Classroom Expectations & Routines
- Baseline
- 2 of 6 steps independently.
- Annual goal359 characters
- By the annual IEP review date, during a weekly library visit with the routine posted and the librarian briefed, the student will complete the library or lab routine steps, performing at least 5 of 6 steps independently, on 4 of 5 consecutive scored visits, as measured by a task-analysis checklist collected each visit, scored by the librarian or lab teacher.
- Timeframe
- By the annual IEP review date
- Condition
- During a weekly library visit with the routine posted and the librarian briefed
- Behavior
- The student will complete the library or lab routine steps
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive scored visits
- Evaluation method
- A task-analysis checklist
- Schedule
- Each visit, scored by the librarian or lab teacher
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 5 of 6 steps independently
- Mastery rule:
- on 4 of 5 consecutive scored visits
- Collection schedule:
- each visit, scored by the librarian or lab teacher
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a weekly library visit with the routine posted and the librarian briefed, the student will complete the library or lab routine steps, performing at least 5 of 6 steps independently, on 4 of 5 consecutive scored visits, as measured by a task-analysis checklist collected each visit, scored by the librarian or lab teacher.
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. Enters and walks to the assigned area or station | ||||||||
| 2. Uses a level 1 voice for the visit | ||||||||
| 3. Handles books or equipment as taught (one book at a time, hands on keyboard and mouse only) | ||||||||
| 4. Returns books to the cart or logs off the computer when the signal is given | ||||||||
| 5. Checks out a book or saves work before leaving, if required | ||||||||
| 6. Lines up at the door with the class | ||||||||
| 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: 5 of 6).
- 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.