Log in and open an assigned learning app
When to use this goal
For young students who use a school tablet or laptop for AT and learning apps and wait for an adult to log in. Present levels in device use decide fit.
- Baseline
- Watch three starts and mark each step. Note whether the app is in the same place on the screen each time.
- Tips
- Independence at login saves instruction time and lets the student start like peers. Keep the home screen simple.
- Limits
- Network or login problems are not skill errors; skip those days. The AT specialist and team choose the tool from an AT assessment and trial data; the template measures what the student does with it, not the tool's quality.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-at-005.
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Goal
By the annual IEP review date, at the start of a center or independent work time, given the student's school device and login card, the student will turn on the device, log in, open the assigned app, and get to the first activity, performing all 5 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
Baseline: 2 of 5 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 Assistive Technology Use.
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
- Vision, Hearing & Assistive Technology - Assistive Technology Use
- Baseline
- 2 of 5 steps independently.
- Annual goal358 characters
- By the annual IEP review date, at the start of a center or independent work time, given the student's school device and login card, the student will turn on the device, log in, open the assigned app, and get to the first activity, performing all 5 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of a center or independent work time, given the student's school device and login card
- Behavior
- The student will turn on the device, log in, open the assigned app, and get to the first activity
- Criteria
- Performing all 5 steps independently, on 4 of 5 observed days
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice 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 all 5 steps independently
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the start of a center or independent work time, given the student's school device and login card, the student will turn on the device, log in, open the assigned app, and get to the first activity, performing all 5 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice 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. Turn on or wake the device | ||||||||
| 2. Open the login screen | ||||||||
| 3. Scan the QR card or enter the picture code | ||||||||
| 4. Find and open the assigned app | ||||||||
| 5. Go to the first activity or assignment | ||||||||
| 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: 5 of 5).
- 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.