Place and pick up a library hold
When to use this goal
For students who use the library and want items the branch does not have on the shelf. Needs the library's website or app and a card; present levels in app use 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
- E-books and audiobooks through the library app are a good add-on for students who prefer audio.
- Limits
- Hold wait times vary; data may come slowly.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ca-042.
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Goal
By the annual IEP review date, using the library's website or app with the student's library card, then on a visit to the branch, the student will place a hold on an item and pick it up from the holds shelf when notified, performing at least 6 of 7 steps independently, on 3 consecutive holds, as measured by a task-analysis checklist collected at each hold, at least monthly.
Baseline: 1 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
- 1 of 7 steps independently.
- Annual goal376 characters
- By the annual IEP review date, using the library's website or app with the student's library card, then on a visit to the branch, the student will place a hold on an item and pick it up from the holds shelf when notified, performing at least 6 of 7 steps independently, on 3 consecutive holds, as measured by a task-analysis checklist collected at each hold, at least monthly.
- Timeframe
- By the annual IEP review date
- Condition
- Using the library's website or app with the student's library card, then on a visit to the branch
- Behavior
- The student will place a hold on an item and pick it up from the holds shelf when notified
- Criteria
- Performing at least 6 of 7 steps independently, on 3 consecutive holds
- Evaluation method
- A task-analysis checklist
- Schedule
- At each hold, at least 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 6 of 7 steps independently
- Mastery rule:
- on 3 consecutive holds
- Collection schedule:
- at each hold, at least monthly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, using the library's website or app with the student's library card, then on a visit to the branch, the student will place a hold on an item and pick it up from the holds shelf when notified, performing at least 6 of 7 steps independently, on 3 consecutive holds, as measured by a task-analysis checklist collected at each hold, at least 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. Signs in to the catalog with the library card | ||||||||
| 2. Searches for the item by title or topic | ||||||||
| 3. Chooses the right format (book, audiobook, movie) | ||||||||
| 4. Places the hold and picks the pickup branch | ||||||||
| 5. Reads the ready-for-pickup notice | ||||||||
| 6. Finds the item on the holds shelf by name or number | ||||||||
| 7. Checks it out | ||||||||
| 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.