Check in at a medical office front desk
When to use this goal
For young adults moving toward managing their own health care who stand back while a family member checks them in. Needs giving name, date of birth, insurance, and filling forms; 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
- A check-in card with a medicine list helps with forms. Health privacy changes at 18; the family and student decide who comes into the exam room.
- Limits
- Real appointments are spread out; practice check-ins fill the gaps. Copays and billing stay with the family.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ca-032.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, on arrival for a medical, dental, or therapy appointment, with the student's ID, insurance card, and a family member in the waiting room, the student will check in, hand over the cards, finish the forms, and wait to be called, performing at least 6 of 7 steps independently, on 3 consecutive appointments or practice check-ins, as measured by a task-analysis checklist collected at each appointment, with practice every two weeks.
Baseline: 2 of 7 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 7 steps independently.
- Annual goal461 characters
- By the annual IEP review date, on arrival for a medical, dental, or therapy appointment, with the student's ID, insurance card, and a family member in the waiting room, the student will check in, hand over the cards, finish the forms, and wait to be called, performing at least 6 of 7 steps independently, on 3 consecutive appointments or practice check-ins, as measured by a task-analysis checklist collected at each appointment, with practice every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- On arrival for a medical, dental, or therapy appointment, with the student's ID, insurance card, and a family member in the waiting room
- Behavior
- The student will check in, hand over the cards, finish the forms, and wait to be called
- Criteria
- Performing at least 6 of 7 steps independently, on 3 consecutive appointments or practice check-ins
- Evaluation method
- A task-analysis checklist
- Schedule
- At each appointment, 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 6 of 7 steps independently
- Mastery rule:
- on 3 consecutive appointments or practice check-ins
- Collection schedule:
- at each appointment, with practice every two weeks
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on arrival for a medical, dental, or therapy appointment, with the student's ID, insurance card, and a family member in the waiting room, the student will check in, hand over the cards, finish the forms, and wait to be called, performing at least 6 of 7 steps independently, on 3 consecutive appointments or practice check-ins, as measured by a task-analysis checklist collected at each appointment, 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. Tells the receptionist their name and appointment time | ||||||||
| 2. Gives their date of birth when asked | ||||||||
| 3. Hands over the ID and insurance card | ||||||||
| 4. Fills in or reviews the intake form, asking about any question they do not know | ||||||||
| 5. Pays a copay if the family has planned one | ||||||||
| 6. Takes back the cards and puts them away | ||||||||
| 7. Sits in the waiting area and listens for their name | ||||||||
| 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: 6 of 7).
- 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.