Listen to a worksheet with an OCR app
When to use this goal
For students who meet print worksheets and handouts that are not available digitally. Present levels in tablet or phone camera use decide fit.
- Baseline
- Watch three print tasks and mark each step. Check whether retakes are needed because of lighting or framing.
- Tips
- Good light and a flat page make the biggest difference. Ask teachers for digital copies too; OCR is the backup.
- Limits
- Handwriting, tables, and images convert poorly. 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-014.
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Goal
By the annual IEP review date, given a printed worksheet or handout and a tablet with an OCR reading app, the student will take a clear photo of the page, let the app convert it, and listen to the text, performing all 6 steps independently, on 4 of 5 observed opportunities, as measured by a task-analysis checklist collected twice weekly.
Baseline: 2 of 6 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 6 steps independently.
- Annual goal339 characters
- By the annual IEP review date, given a printed worksheet or handout and a tablet with an OCR reading app, the student will take a clear photo of the page, let the app convert it, and listen to the text, performing all 6 steps independently, on 4 of 5 observed opportunities, as measured by a task-analysis checklist collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a printed worksheet or handout and a tablet with an OCR reading app
- Behavior
- The student will take a clear photo of the page, let the app convert it, and listen to the text
- Criteria
- Performing all 6 steps independently, on 4 of 5 observed opportunities
- 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 6 steps independently
- Mastery rule:
- on 4 of 5 observed opportunities
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a printed worksheet or handout and a tablet with an OCR reading app, the student will take a clear photo of the page, let the app convert it, and listen to the text, performing all 6 steps independently, on 4 of 5 observed opportunities, 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. Open the OCR reading app | ||||||||
| 2. Place the page flat in good light | ||||||||
| 3. Frame the whole page in the camera view | ||||||||
| 4. Take the photo and wait for the text to convert | ||||||||
| 5. Check the text for missing parts and retake if needed | ||||||||
| 6. Play the text with highlighting and headphones | ||||||||
| 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 6).
- 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.