Apply for a state ID card
When to use this goal
For students 16 and older who have no photo ID, which they will need for jobs, banking, and travel. Needs gathering documents and following a busy office's process; present levels decide fit, not grade. The family keeps original documents until the visit.
- 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. Most of the baseline will come from practice visits; the real visit happens once.
- Tips
- Check the state's document list online with the student. Some states waive the fee for people with disabilities or offer reduced fees; the family can ask.
- Limits
- The real visit usually happens once, so practice visits carry most of the data. Rules differ by state.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ca-033.
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Goal
By the annual IEP review date, at a DMV or state ID office visit, with the required documents gathered with the family and an appointment if the office uses them, the student will complete the ID application visit from check-in to the photo, performing at least 7 of 9 steps independently, on 2 consecutive visits or practice visits, as measured by a task-analysis checklist collected at each visit, with practice monthly.
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 goal422 characters
- By the annual IEP review date, at a DMV or state ID office visit, with the required documents gathered with the family and an appointment if the office uses them, the student will complete the ID application visit from check-in to the photo, performing at least 7 of 9 steps independently, on 2 consecutive visits or practice visits, as measured by a task-analysis checklist collected at each visit, with practice monthly.
- Timeframe
- By the annual IEP review date
- Condition
- At a DMV or state ID office visit, with the required documents gathered with the family and an appointment if the office uses them
- Behavior
- The student will complete the ID application visit from check-in to the photo
- Criteria
- Performing at least 7 of 9 steps independently, on 2 consecutive visits or practice visits
- Evaluation method
- A task-analysis checklist
- Schedule
- At each visit, with practice monthly
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 2 consecutive visits or practice visits
- Collection schedule:
- at each visit, with practice monthly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at a DMV or state ID office visit, with the required documents gathered with the family and an appointment if the office uses them, the student will complete the ID application visit from check-in to the photo, performing at least 7 of 9 steps independently, on 2 consecutive visits or practice visits, as measured by a task-analysis checklist collected at each visit, with practice monthly.
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 the document list against the folder before leaving home | ||||||||
| 2. Checks in or takes a number on arrival | ||||||||
| 3. Fills in the application form | ||||||||
| 4. Waits for their number or name to be called | ||||||||
| 5. Hands over the documents and form at the window | ||||||||
| 6. Answers the clerk's questions | ||||||||
| 7. Pays the fee or shows the fee waiver | ||||||||
| 8. Has the photo taken | ||||||||
| 9. Takes back the documents and the temporary receipt | ||||||||
| 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.