Control the cursor with an alternative mouse
When to use this goal
For students who cannot use a standard mouse or trackpad reliably and use a trackball, joystick, head mouse, or other pointing device. Present levels from the OT and AT specialist decide the device and settings.
- Baseline
- Use a practice page with 20 targets and record first-try clicks and time. Compare with the standard mouse if the student uses one at all.
- Tips
- Keyboard shortcuts can cut down on pointing; pair with keyboarding goals where helpful.
- Limits
- Device settings change results; record them. 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-024.
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Goal
By the annual IEP review date, given the student's alternative pointing device and a practice page with targets the size of real buttons and links, the student will move the cursor to each target and click it with the device independently with at least 85% accuracy on targets clicked on the first try, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 45% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives percent accuracy 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
- 45% accuracy.
- Annual goal404 characters
- By the annual IEP review date, given the student's alternative pointing device and a practice page with targets the size of real buttons and links, the student will move the cursor to each target and click it with the device independently with at least 85% accuracy on targets clicked on the first try, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given the student's alternative pointing device and a practice page with targets the size of real buttons and links
- Behavior
- The student will move the cursor to each target and click it with the device independently
- Criteria
- With at least 85% accuracy on targets clicked on the first try, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on targets clicked on the first try
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given the student's alternative pointing device and a practice page with targets the size of real buttons and links, the student will move the cursor to each target and click it with the device independently with at least 85% accuracy on targets clicked on the first try, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.