Sign up for a community recreation program
When to use this goal
For older students and transition students who want an ongoing activity after school ends (an adaptive sports league, a class, a community choir, a gaming group) but do not know how to sign up. Present levels decide fit. Families approve costs and schedules.
- 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
- Practice sign-ups (without paying) give data between real ones. The family handles payment. Adaptive and inclusive programs are worth listing in the transition plan.
- Limits
- Real sign-ups are rare; practice fills in. Signing up does not show the student goes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-lei-031.
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Goal
By the annual IEP review date, when looking at a parks and recreation guide or a community program website, the student will find a program they want, check the schedule and cost, and complete the sign-up with family approval, performing at least 5 of 6 steps independently, across 2 consecutive program sign-ups, as measured by a task-analysis checklist collected each time a sign-up is planned, with practice sign-ups each quarter.
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 goal433 characters
- By the annual IEP review date, when looking at a parks and recreation guide or a community program website, the student will find a program they want, check the schedule and cost, and complete the sign-up with family approval, performing at least 5 of 6 steps independently, across 2 consecutive program sign-ups, as measured by a task-analysis checklist collected each time a sign-up is planned, with practice sign-ups each quarter.
- Timeframe
- By the annual IEP review date
- Condition
- When looking at a parks and recreation guide or a community program website
- Behavior
- The student will find a program they want, check the schedule and cost, and complete the sign-up with family approval
- Criteria
- Performing at least 5 of 6 steps independently, across 2 consecutive program sign-ups
- Evaluation method
- A task-analysis checklist
- Schedule
- Each time a sign-up is planned, with practice sign-ups each quarter
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 program sign-ups
- Collection schedule:
- each time a sign-up is planned, with practice sign-ups each quarter
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when looking at a parks and recreation guide or a community program website, the student will find a program they want, check the schedule and cost, and complete the sign-up with family approval, performing at least 5 of 6 steps independently, across 2 consecutive program sign-ups, as measured by a task-analysis checklist collected each time a sign-up is planned, with practice sign-ups each quarter.
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. Finds programs in the guide or website that match their interests | ||||||||
| 2. Picks one and reads when, where, and the cost | ||||||||
| 3. Checks the schedule and the ride with the family | ||||||||
| 4. Fills in the sign-up form online or on paper (with family for payment) | ||||||||
| 5. Asks about adaptive options or support if needed | ||||||||
| 6. Puts the start date in their calendar | ||||||||
| 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.