Work a volunteer shift at a community site
When to use this goal
For students who volunteer with a group and need staff to start and end every part of the shift. Fits students building work habits or community ties; 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
- Volunteer hours can go on a resume. Let the student choose the site where possible.
- Limits
- Sites change tasks often; score the shift routine, not the task quality. Vocational goals cover task skills.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ca-037.
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Goal
By the annual IEP review date, during a weekly volunteer shift at a community site (a food pantry, animal shelter, thrift store, library), with the site's volunteer supervisor, the student will complete the volunteer shift from sign-in to sign-out, performing at least 7 of 8 steps independently, on 4 consecutive shifts, as measured by a task-analysis checklist collected at each shift.
Baseline: 3 of 8 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
- 3 of 8 steps independently.
- Annual goal387 characters
- By the annual IEP review date, during a weekly volunteer shift at a community site (a food pantry, animal shelter, thrift store, library), with the site's volunteer supervisor, the student will complete the volunteer shift from sign-in to sign-out, performing at least 7 of 8 steps independently, on 4 consecutive shifts, as measured by a task-analysis checklist collected at each shift.
- Timeframe
- By the annual IEP review date
- Condition
- During a weekly volunteer shift at a community site (a food pantry, animal shelter, thrift store, library), with the site's volunteer supervisor
- Behavior
- The student will complete the volunteer shift from sign-in to sign-out
- Criteria
- Performing at least 7 of 8 steps independently, on 4 consecutive shifts
- Evaluation method
- A task-analysis checklist
- Schedule
- At each shift
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 8 steps independently
- Mastery rule:
- on 4 consecutive shifts
- Collection schedule:
- at each shift
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a weekly volunteer shift at a community site (a food pantry, animal shelter, thrift store, library), with the site's volunteer supervisor, the student will complete the volunteer shift from sign-in to sign-out, performing at least 7 of 8 steps independently, on 4 consecutive shifts, as measured by a task-analysis checklist collected at each shift.
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. Arrives by the shift start time | ||||||||
| 2. Signs in on the volunteer sheet or tablet | ||||||||
| 3. Puts on a name tag or apron | ||||||||
| 4. Asks the supervisor for the day's task | ||||||||
| 5. Does the task until it is done or the supervisor changes it | ||||||||
| 6. Asks for the next task when finished | ||||||||
| 7. Cleans up the work area | ||||||||
| 8. Signs out and says goodbye to the supervisor | ||||||||
| 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 8).
- 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.