Trial a new AT tool and report
When to use this goal
For older students taking part in decisions about their own AT, who trial a new tool and help judge whether it works. Present levels in self-reflection decide fit.
- Baseline
- Ask how the student's current tools were chosen and what they think of them. Mark each step during the first trial.
- Tips
- Student input is part of a good AT decision. Free and built-in tools matter for life after school.
- Limits
- The team still makes the decision with the student. 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-033.
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Goal
By the annual IEP review date, during a planned AT trial of 2 to 4 weeks with a new tool, the student will use the tool on real assignments, log each use, rate how it helped, and tell the team whether to keep it, performing all 5 steps independently, on 2 consecutive tool trials, as measured by a task-analysis checklist collected weekly during each trial.
Baseline: 1 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
- 1 of 5 steps independently.
- Annual goal357 characters
- By the annual IEP review date, during a planned AT trial of 2 to 4 weeks with a new tool, the student will use the tool on real assignments, log each use, rate how it helped, and tell the team whether to keep it, performing all 5 steps independently, on 2 consecutive tool trials, as measured by a task-analysis checklist collected weekly during each trial.
- Timeframe
- By the annual IEP review date
- Condition
- During a planned AT trial of 2 to 4 weeks with a new tool
- Behavior
- The student will use the tool on real assignments, log each use, rate how it helped, and tell the team whether to keep it
- Criteria
- Performing all 5 steps independently, on 2 consecutive tool trials
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly during each trial
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 2 consecutive tool trials
- Collection schedule:
- weekly during each trial
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a planned AT trial of 2 to 4 weeks with a new tool, the student will use the tool on real assignments, log each use, rate how it helped, and tell the team whether to keep it, performing all 5 steps independently, on 2 consecutive tool trials, as measured by a task-analysis checklist collected weekly during each trial.
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. Learn the basic functions of the tool with the AT specialist | ||||||||
| 2. Use the tool on assigned work during the trial | ||||||||
| 3. Log each use with the task and a rating | ||||||||
| 4. Compare the work with and without the tool | ||||||||
| 5. Give the team a recommendation with reasons | ||||||||
| 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.