Borrow an ebook or audiobook with a library app
When to use this goal
For students with a library card and a phone or tablet who would read or listen more if they could borrow digital items. Present levels in device use, not grade, decide fit; audiobooks open the skill to students who do not read print.
- 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. Record which app screens cause confusion.
- Tips
- Check which app the local library uses. Use the student's interests to choose titles. This links library skills to leisure, so share the routine with the family.
- Limits
- Needs a device and internet access at home for full use. Wait lists can be long; teach how to place a hold so the student is not discouraged.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-cs-004.
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Goal
By the annual IEP review date, on their own phone or tablet with the library's reading app installed and their card signed in, the student will search for a title, borrow it or place a hold, and open it to read or listen, performing at least 6 of 7 steps independently, on 3 of 4 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
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 goal365 characters
- By the annual IEP review date, on their own phone or tablet with the library's reading app installed and their card signed in, the student will search for a title, borrow it or place a hold, and open it to read or listen, performing at least 6 of 7 steps independently, on 3 of 4 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- On their own phone or tablet with the library's reading app installed and their card signed in
- Behavior
- The student will search for a title, borrow it or place a hold, and open it to read or listen
- Criteria
- Performing at least 6 of 7 steps independently, on 3 of 4 consecutive weekly probes
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
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 weekly probes
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on their own phone or tablet with the library's reading app installed and their card signed in, the student will search for a title, borrow it or place a hold, and open it to read or listen, performing at least 6 of 7 steps independently, on 3 of 4 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
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. Open the library app | ||||||||
| 2. Search for a title, author or topic | ||||||||
| 3. Choose ebook or audiobook format | ||||||||
| 4. Tap borrow, or place a hold if it is checked out | ||||||||
| 5. Open the item to read or listen | ||||||||
| 6. Find the return date in the app | ||||||||
| 7. Return the item early when finished | ||||||||
| 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.