Check in at a recreation center front desk
When to use this goal
For middle school students who use a recreation center, YMCA, or pool with family or a group and wait for an adult to check them in. Present levels decide fit, not grade.
- 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
- Many centers offer free or reduced passes for teens; the family can apply. Pair with a leisure goal for the activity itself.
- Limits
- Each center works differently; update the photo card.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ca-013.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, on arrival at a recreation center or community pool, with the student's membership card or pass, the student will check in at the desk and go to the right room or locker area, performing at least 5 of 6 steps independently, on 4 consecutive visits, as measured by a task-analysis checklist collected at each 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 goal345 characters
- By the annual IEP review date, on arrival at a recreation center or community pool, with the student's membership card or pass, the student will check in at the desk and go to the right room or locker area, performing at least 5 of 6 steps independently, on 4 consecutive visits, as measured by a task-analysis checklist collected at each visit.
- Timeframe
- By the annual IEP review date
- Condition
- On arrival at a recreation center or community pool, with the student's membership card or pass
- Behavior
- The student will check in at the desk and go to the right room or locker area
- Criteria
- Performing at least 5 of 6 steps independently, on 4 consecutive visits
- Evaluation method
- A task-analysis checklist
- Schedule
- At each 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 4 consecutive visits
- Collection schedule:
- at each visit
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on arrival at a recreation center or community pool, with the student's membership card or pass, the student will check in at the desk and go to the right room or locker area, performing at least 5 of 6 steps independently, on 4 consecutive visits, as measured by a task-analysis checklist collected at each 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. Goes to the front desk | ||||||||
| 2. Greets the staff member | ||||||||
| 3. Shows or scans the membership card or pass | ||||||||
| 4. Signs in or gives their name | ||||||||
| 5. Asks where the activity is if unsure | ||||||||
| 6. Goes to the activity room or locker area | ||||||||
| 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.