Troubleshoot an AT tool that stops working
When to use this goal
For students who stop working when a tool freezes, a microphone does not pick up, or an extension disappears. Present levels in device use decide fit.
- Baseline
- Set up two planned problems and mark each step. Log real problems and what the student did.
- Tips
- A backup plan (another tool or a peer reader) keeps the student working while the tool is fixed.
- Limits
- Some problems need IT. 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-027.
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Goal
By the annual IEP review date, when the student's AT tool (such as text-to-speech, speech-to-text, or a switch interface) is not working during class, the student will work through the troubleshooting steps, try each fix, and get help if the tool still does not work, performing all 6 steps independently, on 4 consecutive practice or real problems, as measured by a task-analysis checklist collected monthly and whenever a real problem occurs.
Baseline: 1 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
- 1 of 6 steps independently.
- Annual goal444 characters
- By the annual IEP review date, when the student's AT tool (such as text-to-speech, speech-to-text, or a switch interface) is not working during class, the student will work through the troubleshooting steps, try each fix, and get help if the tool still does not work, performing all 6 steps independently, on 4 consecutive practice or real problems, as measured by a task-analysis checklist collected monthly and whenever a real problem occurs.
- Timeframe
- By the annual IEP review date
- Condition
- When the student's AT tool (such as text-to-speech, speech-to-text, or a switch interface) is not working during class
- Behavior
- The student will work through the troubleshooting steps, try each fix, and get help if the tool still does not work
- Criteria
- Performing all 6 steps independently, on 4 consecutive practice or real problems
- Evaluation method
- A task-analysis checklist
- Schedule
- Monthly and whenever a real problem occurs
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 consecutive practice or real problems
- Collection schedule:
- monthly and whenever a real problem occurs
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the student's AT tool (such as text-to-speech, speech-to-text, or a switch interface) is not working during class, the student will work through the troubleshooting steps, try each fix, and get help if the tool still does not work, performing all 6 steps independently, on 4 consecutive practice or real problems, as measured by a task-analysis checklist collected monthly and whenever a real problem occurs.
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. Check power, battery, and volume or mute | ||||||||
| 2. Check cables, headphones, or Bluetooth connection | ||||||||
| 3. Close and reopen the tool or browser tab | ||||||||
| 4. Check that the tool or extension is turned on | ||||||||
| 5. Restart the device if needed | ||||||||
| 6. Use a backup tool or ask the teacher or AT specialist for help | ||||||||
| 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.