Ship a package at the post office
When to use this goal
For young adults who will return online orders, send items to family, or mail forms, and today let family handle it. Needs answering counter questions and paying; 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
- Real errands (returning an online order) make the trip worthwhile. The last step applies only to prepaid returns; score it not applicable otherwise.
- Limits
- Shipping options and prices change; the goal is the process, not the cheapest option.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ca-028.
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Goal
By the annual IEP review date, on a community trip to the post office or a shipping store, with a packed and addressed box, the student will ship the package, choose a service, pay, and keep the tracking receipt, performing at least 7 of 9 steps independently, on 3 consecutive trips, as measured by a task-analysis checklist collected monthly, with practice every two weeks.
Baseline: 2 of 9 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
- 2 of 9 steps independently.
- Annual goal375 characters
- By the annual IEP review date, on a community trip to the post office or a shipping store, with a packed and addressed box, the student will ship the package, choose a service, pay, and keep the tracking receipt, performing at least 7 of 9 steps independently, on 3 consecutive trips, as measured by a task-analysis checklist collected monthly, with practice every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- On a community trip to the post office or a shipping store, with a packed and addressed box
- Behavior
- The student will ship the package, choose a service, pay, and keep the tracking receipt
- Criteria
- Performing at least 7 of 9 steps independently, on 3 consecutive trips
- Evaluation method
- A task-analysis checklist
- Schedule
- Monthly, with practice every two weeks
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 7 of 9 steps independently
- Mastery rule:
- on 3 consecutive trips
- Collection schedule:
- monthly, with practice every two weeks
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on a community trip to the post office or a shipping store, with a packed and addressed box, the student will ship the package, choose a service, pay, and keep the tracking receipt, performing at least 7 of 9 steps independently, on 3 consecutive trips, as measured by a task-analysis checklist collected monthly, with practice every two weeks.
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. Checks that the box is sealed and both addresses are on it | ||||||||
| 2. Waits in line or goes to the kiosk | ||||||||
| 3. Puts the box on the scale | ||||||||
| 4. Answers whether it contains anything fragile, liquid, or hazardous | ||||||||
| 5. Chooses a shipping speed and price | ||||||||
| 6. Pays | ||||||||
| 7. Takes the receipt | ||||||||
| 8. Saves the tracking number in the phone | ||||||||
| 9. Drops off a prepaid return at the counter without paying again, if it has a label | ||||||||
| 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: 7 of 9).
- 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.