Pick up a held package with a notice slip
When to use this goal
For students who live or will live where packages are held at the post office when no one is home, and who leave notice slips unused. Present levels in reading forms and community access, not grade, decide fit.
- 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. Ask the family whether notices come to the home and how they are handled now.
- Tips
- Arrange practice with the local post office ahead of time. Teach the student to keep notices in one spot at home. Pair with sorting household mail in independent living.
- Limits
- Real notices are irregular. Pickup rules differ for packages that need a signature or an adult; check local practice.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-cs-007.
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Goal
By the annual IEP review date, when a delivery notice slip or online notice says a package is waiting at the post office, the student will read the notice, bring it and an ID to the post office, give them to the clerk and sign for the package, performing at least 6 of 7 steps independently, on 3 of 4 consecutive practice or real pickups, as measured by a task-analysis checklist collected at each practice or real pickup.
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 goal423 characters
- By the annual IEP review date, when a delivery notice slip or online notice says a package is waiting at the post office, the student will read the notice, bring it and an ID to the post office, give them to the clerk and sign for the package, performing at least 6 of 7 steps independently, on 3 of 4 consecutive practice or real pickups, as measured by a task-analysis checklist collected at each practice or real pickup.
- Timeframe
- By the annual IEP review date
- Condition
- When a delivery notice slip or online notice says a package is waiting at the post office
- Behavior
- The student will read the notice, bring it and an ID to the post office, give them to the clerk and sign for the package
- Criteria
- Performing at least 6 of 7 steps independently, on 3 of 4 consecutive practice or real pickups
- Evaluation method
- A task-analysis checklist
- Schedule
- At each practice or real pickup
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 practice or real pickups
- Collection schedule:
- at each practice or real pickup
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when a delivery notice slip or online notice says a package is waiting at the post office, the student will read the notice, bring it and an ID to the post office, give them to the clerk and sign for the package, performing at least 6 of 7 steps independently, on 3 of 4 consecutive practice or real pickups, as measured by a task-analysis checklist collected at each practice or real pickup.
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. Read the notice for the pickup location and date | ||||||||
| 2. Sign the back of the notice if it asks | ||||||||
| 3. Bring the notice and an ID to the post office | ||||||||
| 4. Wait in line and step up when called | ||||||||
| 5. Hand the notice and ID to the clerk | ||||||||
| 6. Sign for the package if asked | ||||||||
| 7. Check that the name on the package is theirs before leaving | ||||||||
| 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.