Find a book on the shelf with the catalog
When to use this goal
For students who browse but cannot find a specific book, and who can read titles and simple numbers. Present levels in reading and number order, not grade, decide fit; picture labels on shelves help early on.
- Baseline
- 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. Note whether the search, the call number or the shelf is the main barrier.
- Tips
- Start with fiction sorted by author's last name, then move to nonfiction call numbers. Let the student choose topics they care about. The checkout itself is taught in community access templates.
- Limits
- Libraries organize shelves differently; practice in the library the student will use. Does not measure reading the book.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-cs-002.
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Goal
By the annual IEP review date, at the school or public library, given the title or topic of a book on a request card, the student will search the catalog, write the call number, find the shelf and pull the book, performing at least 6 of 7 steps independently, on 3 of 4 consecutive library visits, as measured by a task-analysis checklist collected weekly during library visits.
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 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
- 2 of 7 steps independently.
- Annual goal378 characters
- By the annual IEP review date, at the school or public library, given the title or topic of a book on a request card, the student will search the catalog, write the call number, find the shelf and pull the book, performing at least 6 of 7 steps independently, on 3 of 4 consecutive library visits, as measured by a task-analysis checklist collected weekly during library visits.
- Timeframe
- By the annual IEP review date
- Condition
- At the school or public library, given the title or topic of a book on a request card
- Behavior
- The student will search the catalog, write the call number, find the shelf and pull the book
- Criteria
- Performing at least 6 of 7 steps independently, on 3 of 4 consecutive library visits
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly during library visits
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 of 4 consecutive library visits
- Collection schedule:
- weekly during library visits
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the school or public library, given the title or topic of a book on a request card, the student will search the catalog, write the call number, find the shelf and pull the book, performing at least 6 of 7 steps independently, on 3 of 4 consecutive library visits, as measured by a task-analysis checklist collected weekly during library visits.
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. Type the title or topic into the catalog search | ||||||||
| 2. Choose the matching result | ||||||||
| 3. Check that the item is on the shelf at this branch | ||||||||
| 4. Write down or photograph the call number | ||||||||
| 5. Find the section using the shelf signs | ||||||||
| 6. Find the book by call number on the shelf | ||||||||
| 7. Take the book to the checkout area | ||||||||
| 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.