Check out books at the public library
When to use this goal
For elementary students with a public library card who visit with family or class and let the adult do the checkout. Present levels in following a short sequence decide fit, not grade; the self-checkout kiosk or the front desk both work.
- Baseline
- Take the baseline on real trips, at least 3, with staff close enough to step in. Mark each step independent, prompted (note the prompt), or done by staff, and record where staff stood; a step done with staff right beside the student is not the same as one done with staff at a distance.
- Tips
- A library card in the student's own name is a good first community ID. Pair with a goal for returning items by the due date.
- Limits
- Library layouts and kiosks differ; update the photo card for each branch. Does not cover finding books.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ca-001.
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Goal
By the annual IEP review date, during a class or family visit to the public library, with the student's library card and 1 to 3 chosen items, the student will check out the chosen items and put the receipt with them, performing at least 5 of 6 steps independently, on 3 consecutive library visits, as measured by a task-analysis checklist collected at each library visit.
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 Community Access & Travel.
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
- Transition & Postsecondary Skills - Community Access & Travel
- Baseline
- 1 of 6 steps independently.
- Annual goal371 characters
- By the annual IEP review date, during a class or family visit to the public library, with the student's library card and 1 to 3 chosen items, the student will check out the chosen items and put the receipt with them, performing at least 5 of 6 steps independently, on 3 consecutive library visits, as measured by a task-analysis checklist collected at each library visit.
- Timeframe
- By the annual IEP review date
- Condition
- During a class or family visit to the public library, with the student's library card and 1 to 3 chosen items
- Behavior
- The student will check out the chosen items and put the receipt with them
- Criteria
- Performing at least 5 of 6 steps independently, on 3 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 5 of 6 steps independently
- Mastery rule:
- on 3 consecutive library visits
- Collection schedule:
- at each library visit
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a class or family visit to the public library, with the student's library card and 1 to 3 chosen items, the student will check out the chosen items and put the receipt with them, performing at least 5 of 6 steps independently, on 3 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. Walks to the checkout desk or kiosk | ||||||||
| 2. Waits for a turn | ||||||||
| 3. Hands the card to the librarian or scans it at the kiosk | ||||||||
| 4. Places each item on the desk or scan pad | ||||||||
| 5. Takes the receipt or listens for the due date | ||||||||
| 6. Puts the card and items in a bag | ||||||||
| 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.