Community Services: Library, Post Office & Bank IEP goals for high school (grades 9 to 12)
18 of the community services: library, post office & bank templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
18 templates · 1 skill · 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Community Services: Library, Post Office & Bank Transition & Postsecondary Skills
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.
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.
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.
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.
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.
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.
See all 18 community services: library, post office & bank goals
High school community services: library, post office & bank goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
Frequently asked questions
How do community services: library, post office & bank goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where postsecondary goals and transition services are discussed (34 CFR 300.321(b)(1)). Helping write goals builds the self-determination skills transition planning relies on.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.