6-8, 9-12Task-analysis steps
Apply for a public library card
Library card, finding and renewing materials
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.
6-8, 9-12Task-analysis steps
Find a book on the shelf with the catalog
Library card, finding and renewing materials
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.
9-12Opportunities
Renew library items before the due date
Library card, finding and renewing materials
By the annual IEP review date, when a borrowed library item is due within three days, using the library app, website or phone line, the student will check the due date, renew the item before it is due and note the new date in their calendar independently in at least 4 of 5 opportunities, across 3 consecutive monthly reviews, as measured by frequency recording collected at each due date.
9-12Task-analysis steps
Borrow an ebook or audiobook with a library app
Library card, finding and renewing materials
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.
6-8, 9-12Task-analysis steps
Address an envelope with both addresses
Mailing a letter and a package
By the annual IEP review date, given a blank envelope, a stamp and a card with the recipient's address, the student will write the recipient's address in the center, their own return address in the top left corner and place the stamp in the top right corner, performing all 6 steps independently, on 3 of 4 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
9-12Task-analysis steps
Pack and label a box for mailing
Mailing a letter and a package
By the annual IEP review date, given an item, a box, packing material, tape and the recipient's address, the student will pack the item so it does not move, seal the box and attach the address label or write both addresses, performing at least 7 of 8 steps independently, on 3 of 4 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
9-12Task-analysis steps
Pick up a held package with a notice slip
Mailing a letter and a package
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.
9-12Task-analysis steps
Cash a check with a bank teller
Using a bank teller and an ATM
By the annual IEP review date, on a community trip to the student's bank or credit union, with a real check and the family's agreement, the student will endorse the check, give it and their ID to the teller, count the cash and put it away before leaving the window, performing at least 7 of 8 steps independently, on 3 of 4 consecutive practice or community trials, as measured by a task-analysis checklist collected every two weeks.
9-12Task-analysis steps
Check an account balance at an ATM
Using a bank teller and an ATM
By the annual IEP review date, at their own bank's ATM on a community trip, with their card and the family's agreement, the student will insert the card, enter the PIN while covering the keypad, choose balance, read the amount and take back the card, performing all 7 steps independently, on 3 of 4 consecutive practice or community trials, as measured by a task-analysis checklist collected every two weeks.
6-8, 9-12Opportunities
Pick a vending item the money covers
Vending and change machines
By the annual IEP review date, at a school or community vending machine, given a set amount of money in coins and bills, the student will count their money, read the prices and choose an item that costs the same or less independently in at least 5 of 6 opportunities, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
6-8, 9-12Task-analysis steps
Pay at a vending machine and take the change
Vending and change machines
By the annual IEP review date, at a vending machine that takes coins, bills and cards, given money or a card for one item, the student will pay with coins, bills or a card, enter the item code, take the item and collect the change, performing at least 7 of 8 steps independently, on 3 of 4 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
9-12Opportunities
Get help when a vending machine keeps money
Vending and change machines
By the annual IEP review date, when a vending machine keeps their money, does not drop the item or shows an error, the student will press the coin return once, then read the posted refund contact or tell a nearby staff member what happened independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected weekly during practice.