Send notetaker work to the teacher in print
When to use this goal
For students who complete work on a braille notetaker and need to hand it in as a print file without the TVI translating. Present levels in file handling on the device decide fit.
- Baseline
- Watch the student hand in three assignments and mark each step. Ask the teacher whether the files arrived readable.
- Tips
- The goal moves students toward handing in work like peers, without an adult in the middle. Check translation quality with the teacher; poor print output may point to a device setting.
- Limits
- Platforms and devices differ; adjust the steps to the tools the student uses. The template does not cover the quality of the work itself.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-brl-033.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a finished assignment saved on the notetaker and a due date in the class learning platform, the student will export the file in a print format and submit it through the class platform or by email, performing at least 7 of 8 steps independently, on 4 of 5 consecutive assignments, as measured by a task-analysis checklist collected with each written assignment.
Baseline: 2 of 8 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
- 2 of 8 steps independently.
- Annual goal397 characters
- By the annual IEP review date, given a finished assignment saved on the notetaker and a due date in the class learning platform, the student will export the file in a print format and submit it through the class platform or by email, performing at least 7 of 8 steps independently, on 4 of 5 consecutive assignments, as measured by a task-analysis checklist collected with each written assignment.
- Timeframe
- By the annual IEP review date
- Condition
- Given a finished assignment saved on the notetaker and a due date in the class learning platform
- Behavior
- The student will export the file in a print format and submit it through the class platform or by email
- Criteria
- Performing at least 7 of 8 steps independently, on 4 of 5 consecutive assignments
- Evaluation method
- A task-analysis checklist
- Schedule
- With each written assignment
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 7 of 8 steps independently
- Mastery rule:
- on 4 of 5 consecutive assignments
- Collection schedule:
- with each written assignment
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a finished assignment saved on the notetaker and a due date in the class learning platform, the student will export the file in a print format and submit it through the class platform or by email, performing at least 7 of 8 steps independently, on 4 of 5 consecutive assignments, as measured by a task-analysis checklist collected with each written assignment.
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. Open the finished file | ||||||||
| 2. Check that the file has the student's name, the date, and the assignment title | ||||||||
| 3. Export or save the file as a print document format | ||||||||
| 4. Connect the notetaker to the network or the computer | ||||||||
| 5. Open the class platform or email | ||||||||
| 6. Attach the print file to the assignment | ||||||||
| 7. Submit or send the file | ||||||||
| 8. Check for a confirmation that the work was received | ||||||||
| 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: 7 of 8).
- 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.