Apply for a public library card
When to use this goal
For students who use the school library but have no public library card of their own, or whose card was set up by a family member. Present levels in giving personal information and filling in forms, not grade, decide fit. Check the library's card rules and ID needs with the family first.
- Baseline
- Since a real card is made only once, practice with a printed copy of the library's form and a staff member acting as the clerk. Observe the routine on at least 2 or 3 community trips (or a realistic classroom setup at first) before setting a target. Mark each step as independent, done with a named prompt (gesture, picture, verbal, model), or not done, and count only independent steps.
- Tips
- Keep the personal information card private and practice saying information quietly at the desk. Once the student has a card, move on to finding and borrowing materials (tn-cs-002, tn-cs-004).
- Limits
- The real application happens once, so most data come from practice. Library rules on ID and age differ; the family should confirm what the student needs.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-cs-001.
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Goal
By the annual IEP review date, on a class or family visit to the public library, with the ID or proof of address the library asks for, the student will ask at the desk for a card, fill in the application, show the needed ID and sign for the card, performing at least 7 of 8 steps independently, on 2 of 3 consecutive practice or community trials, as measured by a task-analysis checklist collected at each library visit or practice session.
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 Services: Library, Post Office & Bank.
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 Services: Library, Post Office & Bank
- Baseline
- 3 of 8 steps independently.
- Annual goal440 characters
- By the annual IEP review date, on a class or family visit to the public library, with the ID or proof of address the library asks for, the student will ask at the desk for a card, fill in the application, show the needed ID and sign for the card, performing at least 7 of 8 steps independently, on 2 of 3 consecutive practice or community trials, as measured by a task-analysis checklist collected at each library visit or practice session.
- Timeframe
- By the annual IEP review date
- Condition
- On a class or family visit to the public library, with the ID or proof of address the library asks for
- Behavior
- The student will ask at the desk for a card, fill in the application, show the needed ID and sign for the card
- Criteria
- Performing at least 7 of 8 steps independently, on 2 of 3 consecutive practice or community trials
- Evaluation method
- A task-analysis checklist
- Schedule
- At each library visit or practice session
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 2 of 3 consecutive practice or community trials
- Collection schedule:
- at each library visit or practice session
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on a class or family visit to the public library, with the ID or proof of address the library asks for, the student will ask at the desk for a card, fill in the application, show the needed ID and sign for the card, performing at least 7 of 8 steps independently, on 2 of 3 consecutive practice or community trials, as measured by a task-analysis checklist collected at each library visit or practice session.
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. Go to the service desk and ask for a library card | ||||||||
| 2. Take the application and a pen | ||||||||
| 3. Write their name, address, phone number and date of birth | ||||||||
| 4. Sign the application | ||||||||
| 5. Hand over the application and show the ID or proof of address | ||||||||
| 6. Answer the staff member's questions | ||||||||
| 7. Choose a PIN or password privately if the library asks | ||||||||
| 8. Put the card in a safe place and thank the staff member | ||||||||
| 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.