Ask a question at a service desk
When to use this goal
For students who need information at a bank, post office or library but wait for someone to notice them, or give up. Present levels in expressive communication and self-advocacy, not grade, decide fit; any mode of asking counts, including a written card or AAC.
- Baseline
- On a few trips, set up a real reason to ask and record whether the student goes to the desk, what they say and whether they use the answer. Note any anxiety about talking to strangers.
- Tips
- Score an opportunity when the student starts the exchange and gets the information. Let the student choose the mode. Finding the desk in a building is an orientation and mobility goal.
- Limits
- Measures asking, not the quality of staff answers. Busy settings may need a quieter time for early trips.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-cs-016.
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Goal
By the annual IEP review date, at a bank, post office or library service desk on a community trip, with a question about a real errand, the student will go to the desk, greet the staff member, ask the question clearly and repeat back the answer or write it down independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by direct observation collected at each community trip.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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
- 1 of 5 opportunities.
- Annual goal423 characters
- By the annual IEP review date, at a bank, post office or library service desk on a community trip, with a question about a real errand, the student will go to the desk, greet the staff member, ask the question clearly and repeat back the answer or write it down independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by direct observation collected at each community trip.
- Timeframe
- By the annual IEP review date
- Condition
- At a bank, post office or library service desk on a community trip, with a question about a real errand
- Behavior
- The student will go to the desk, greet the staff member, ask the question clearly and repeat back the answer or write it down independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection periods
- Evaluation method
- Direct observation
- Schedule
- At each community trip
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection periods
- Collection schedule:
- at each community trip
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, at a bank, post office or library service desk on a community trip, with a question about a real errand, the student will go to the desk, greet the staff member, ask the question clearly and repeat back the answer or write it down independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by direct observation collected at each community trip.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.