Write and save a notetaker file
When to use this goal
For students moving from a manual braillewriter to an electronic braille notetaker for class work. Present levels in braille keyboard input and in following a menu decide fit.
- Baseline
- Observe three assignments and mark each step as independent, prompted, or done by the adult. Note which commands the student does not yet remember.
- Tips
- Use the same file-naming rule as classmates so the teacher can find the work. The steps work for most notetakers; adjust commands to the device the student uses.
- Limits
- File handling is one part of notetaker use; reading on the display and sending work are separate goals. Device updates can change menus; recheck the steps after an update.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-brl-025.
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Goal
By the annual IEP review date, given an electronic braille notetaker and a classroom assignment to complete, the student will create, name, write, and save a document in the class folder on the notetaker, performing at least 8 of 9 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
Baseline: 3 of 9 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 Braille Literacy.
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 - Braille Literacy
- Baseline
- 3 of 9 steps independently.
- Annual goal342 characters
- By the annual IEP review date, given an electronic braille notetaker and a classroom assignment to complete, the student will create, name, write, and save a document in the class folder on the notetaker, performing at least 8 of 9 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an electronic braille notetaker and a classroom assignment to complete
- Behavior
- The student will create, name, write, and save a document in the class folder on the notetaker
- Criteria
- Performing at least 8 of 9 steps independently, on 4 of 5 observed days
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly
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 at least 8 of 9 steps independently
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given an electronic braille notetaker and a classroom assignment to complete, the student will create, name, write, and save a document in the class folder on the notetaker, performing at least 8 of 9 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
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. Turn on the notetaker and check the battery level | ||||||||
| 2. Open the word processor | ||||||||
| 3. Create a new document | ||||||||
| 4. Write the date and the assignment name at the top | ||||||||
| 5. Write the response | ||||||||
| 6. Read the response back with the braille display | ||||||||
| 7. Save the file with the assignment name | ||||||||
| 8. Move or save the file into the class folder | ||||||||
| 9. Close the file and confirm it is in the folder | ||||||||
| 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: 8 of 9).
- 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.