Choose and check out a library book
When to use this goal
For students who go to the school library with their class but need an adult to pick the book, bring it to the desk, and return last week's book. Use the librarian's observation to decide whether a book-level or interest limit is part of the condition.
- Baseline
- Observe the routine on at least 3 typical days before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Library visits are weekly, so baseline takes about 3 weeks; use the same observer, often the librarian.
- Tips
- Agree with the librarian on where the student may choose from; a shelf of picture books with a marker reduces wandering. Build in a choice-making time limit (a sand timer works) if choosing takes the whole period.
- Limits
- Weekly opportunities mean slow data; expect a full quarter to show change. Does not address reading the book or returning it on time, which depends on the home routine.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-rt-014.
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Goal
By the annual IEP review date, during the weekly class library visit, the student will return the previous book and check out a new library book, performing at least 5 of 6 steps independently, on 3 consecutive library visits, as measured by a task-analysis checklist collected weekly at each library visit.
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 Functional 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
- Functional & Independence Skills - Functional Routines
- Baseline
- 2 of 6 steps independently.
- Annual goal307 characters
- By the annual IEP review date, during the weekly class library visit, the student will return the previous book and check out a new library book, performing at least 5 of 6 steps independently, on 3 consecutive library visits, as measured by a task-analysis checklist collected weekly at each library visit.
- Timeframe
- By the annual IEP review date
- Condition
- During the weekly class library visit
- Behavior
- The student will return the previous book and check out a new library book
- Criteria
- Performing at least 5 of 6 steps independently, on 3 consecutive library visits
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly 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 5 of 6 steps independently
- Mastery rule:
- on 3 consecutive library visits
- Collection schedule:
- weekly at each library visit
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during the weekly class library visit, the student will return the previous book and check out a new library book, performing at least 5 of 6 steps independently, on 3 consecutive library visits, as measured by a task-analysis checklist collected weekly 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. Places the returned book in the return slot or bin | ||||||||
| 2. Walks to the assigned section or display | ||||||||
| 3. Chooses one book within the allowed time | ||||||||
| 4. Brings the book and library card or name to the check-out desk | ||||||||
| 5. Waits in line and places the book on the counter | ||||||||
| 6. Takes the book after scanning and puts it in the library bag or backpack | ||||||||
| 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.