Set up AT tools at class start
When to use this goal
For middle and high school students who use AT in several classes and lose work time waiting for help to set up. Present levels in device use decide fit.
- Baseline
- Spot-check three class starts and mark each step. Note how many minutes setup takes.
- Tips
- Independence here is a big step toward using AT in college and work. Agree with teachers that setup can start before the bell.
- Limits
- Device and network problems are not skill errors. 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-021.
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Goal
By the annual IEP review date, at the start of each class period that needs AT, with the student's device and headphones, the student will get out the device, log in, open the needed tools, connect headphones, and open the assignment, performing all 6 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected weekly through spot checks in two classes.
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 goal396 characters
- By the annual IEP review date, at the start of each class period that needs AT, with the student's device and headphones, the student will get out the device, log in, open the needed tools, connect headphones, and open the assignment, performing all 6 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected weekly through spot checks in two classes.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of each class period that needs AT, with the student's device and headphones
- Behavior
- The student will get out the device, log in, open the needed tools, connect headphones, and open the assignment
- Criteria
- Performing all 6 steps independently, on 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly through spot checks in two classes
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 5 consecutive school days
- Collection schedule:
- weekly through spot checks in two classes
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the start of each class period that needs AT, with the student's device and headphones, the student will get out the device, log in, open the needed tools, connect headphones, and open the assignment, performing all 6 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected weekly through spot checks in two classes.
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. Take out the charged device and headphones | ||||||||
| 2. Log in | ||||||||
| 3. Open the learning platform and the assignment | ||||||||
| 4. Turn on the text-to-speech or speech-to-text toolbar | ||||||||
| 5. Connect headphones or a headset microphone | ||||||||
| 6. Check the tool works on the first line or sentence | ||||||||
| 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.