Charge and pack the AT device each day
When to use this goal
For students who use a school-issued AT device and often arrive with it dead, left at home, or missing parts. Present levels in daily organization decide fit.
- Baseline
- Check the device in homeroom for two weeks and record charge level and missing parts.
- Tips
- A charging spot at school is a good backup. Agree with the family on home steps.
- Limits
- Broken equipment is not a skill error. 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-030.
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Goal
By the annual IEP review date, each school day, with the AT device, charger, and accessories assigned to the student, the student will charge the device overnight, pack it with its accessories, and bring it to each class that uses it, performing all 5 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected daily during homeroom.
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 goal376 characters
- By the annual IEP review date, each school day, with the AT device, charger, and accessories assigned to the student, the student will charge the device overnight, pack it with its accessories, and bring it to each class that uses it, performing all 5 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected daily during homeroom.
- Timeframe
- By the annual IEP review date
- Condition
- Each school day, with the AT device, charger, and accessories assigned to the student
- Behavior
- The student will charge the device overnight, pack it with its accessories, and bring it to each class that uses it
- Criteria
- Performing all 5 steps independently, on 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily during homeroom
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 5 consecutive school days
- Collection schedule:
- daily during homeroom
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, each school day, with the AT device, charger, and accessories assigned to the student, the student will charge the device overnight, pack it with its accessories, and bring it to each class that uses it, performing all 5 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected daily during homeroom.
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. Plug the device in to charge at night | ||||||||
| 2. Pack the device, charger, and headphones or switch interface | ||||||||
| 3. Bring the device to each class that uses it | ||||||||
| 4. Store the device in its case between classes | ||||||||
| 5. Report damage or missing parts the same day | ||||||||
| 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.