Check out materials at the public library
When to use this goal
For high school and transition students who will use the public library as adults for free leisure (books, movies, games, programs, internet) but have only gone with family. Base the choice on community instruction data. Students 18 to 21 fit the transition program.
- 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. Start from an interest inventory with the student and family, and offer age-matched choices; a preferred repetitive activity is a valid way to relax, not a problem to fix.
- Tips
- Libraries also lend games, music, and passes to museums; show the student these. Score from observation. Free leisure resources matter for adults on tight budgets.
- Limits
- Library card rules for minors vary. Does not measure using the items.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-lei-028.
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Goal
By the annual IEP review date, during community outings to the public library, the student will find leisure materials they want, check them out with their library card, and note the due date, performing at least 6 of 7 steps independently, across 4 consecutive library visits, as measured by a task-analysis checklist collected at each library visit.
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 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
- 2 of 7 steps independently.
- Annual goal351 characters
- By the annual IEP review date, during community outings to the public library, the student will find leisure materials they want, check them out with their library card, and note the due date, performing at least 6 of 7 steps independently, across 4 consecutive library visits, as measured by a task-analysis checklist collected at each library visit.
- Timeframe
- By the annual IEP review date
- Condition
- During community outings to the public library
- Behavior
- The student will find leisure materials they want, check them out with their library card, and note the due date
- Criteria
- Performing at least 6 of 7 steps independently, across 4 consecutive library visits
- Evaluation method
- A task-analysis checklist
- Schedule
- At each library visit
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 6 of 7 steps independently
- Mastery rule:
- across 4 consecutive library visits
- Collection schedule:
- at each library visit
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during community outings to the public library, the student will find leisure materials they want, check them out with their library card, and note the due date, performing at least 6 of 7 steps independently, across 4 consecutive library visits, as measured by a task-analysis checklist collected at each library visit.
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. Brings their library card or gets one with a family member | ||||||||
| 2. Uses signs, the catalog, or asks staff to find a section they like | ||||||||
| 3. Chooses one or more items (book, movie, game, audiobook) | ||||||||
| 4. Goes to the desk or self-checkout | ||||||||
| 5. Checks out the items with their card | ||||||||
| 6. Notes the due date in their phone or planner | ||||||||
| 7. Returns items by the due date on the next visit | ||||||||
| 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: 6 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.