Sign up for a school club
When to use this goal
For middle school students who are interested in clubs or teams but never sign up because the process (finding the list, the form, the first meeting) is unclear. Present levels decide fit. The student chooses the club.
- Baseline
- Observe the routine 3 or more times before setting a target. Mark each step as independent, done with a named prompt, or not done, and count only independent steps. Note which steps stop the activity from happening at all; teach those first. Sign-up periods are rare, so practice with a mock club list early in the year.
- Tips
- Work with club advisors so the student is welcomed. Transportation is often the real barrier; include the family. Score from the planner and sign-up record.
- Limits
- Signing up does not show the student goes to meetings; see fn-lei-016. Clubs differ in how welcoming they are; choose with that in mind.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-lei-015.
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Goal
By the annual IEP review date, during the club fair or the start of a semester, with the school's club list, the student will find a club they want to join, complete the sign-up, and put the first meeting in their planner, performing at least 5 of 6 steps independently, across 2 consecutive sign-up periods, as measured by a task-analysis checklist collected at each sign-up period.
Baseline: 1 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 Leisure & Recreation.
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
- Functional & Independence Skills - Leisure & Recreation
- Baseline
- 1 of 6 steps independently.
- Annual goal383 characters
- By the annual IEP review date, during the club fair or the start of a semester, with the school's club list, the student will find a club they want to join, complete the sign-up, and put the first meeting in their planner, performing at least 5 of 6 steps independently, across 2 consecutive sign-up periods, as measured by a task-analysis checklist collected at each sign-up period.
- Timeframe
- By the annual IEP review date
- Condition
- During the club fair or the start of a semester, with the school's club list
- Behavior
- The student will find a club they want to join, complete the sign-up, and put the first meeting in their planner
- Criteria
- Performing at least 5 of 6 steps independently, across 2 consecutive sign-up periods
- Evaluation method
- A task-analysis checklist
- Schedule
- At each sign-up period
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:
- across 2 consecutive sign-up periods
- Collection schedule:
- at each sign-up period
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during the club fair or the start of a semester, with the school's club list, the student will find a club they want to join, complete the sign-up, and put the first meeting in their planner, performing at least 5 of 6 steps independently, across 2 consecutive sign-up periods, as measured by a task-analysis checklist collected at each sign-up period.
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. Reads or listens to the club list and marks two that look interesting | ||||||||
| 2. Asks a question about one club (when it meets, what members do) | ||||||||
| 3. Chooses a club | ||||||||
| 4. Fills out the sign-up form or tells the advisor they want to join | ||||||||
| 5. Writes the first meeting day, time, and room in their planner or phone | ||||||||
| 6. Arranges a ride home with the family if the club meets after school | ||||||||
| 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.