Store devices in a drying kit
When to use this goal
For young students who take off hearing aids or a processor at the end of the day, at swim time, or at bedtime and need to store them safely. Present levels in the routine and in fine motor skills decide fit.
- Baseline
- Observe the end-of-day routine three times and mark each step. Ask families about the bedtime routine at home.
- Tips
- Use the same steps at school and home. Lost devices are expensive and stop access for weeks; storage routines matter.
- Limits
- Rechargeable devices go in a charger instead; change the steps. Hearing technology is one access route the family and student chose; it does not replace sign language, captions, or other visual access where the student uses them.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-ht-004.
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Goal
By the annual IEP review date, at dismissal or before swim or water play, with the device case and drying kit in the student's bag, the student will take off the device, open the battery door or turn it off, and place it in the drying kit, performing all 5 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected daily at dismissal.
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 Hearing Technology Self-Management.
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 - Hearing Technology Self-Management
- Baseline
- 2 of 5 steps independently.
- Annual goal378 characters
- By the annual IEP review date, at dismissal or before swim or water play, with the device case and drying kit in the student's bag, the student will take off the device, open the battery door or turn it off, and place it in the drying kit, performing all 5 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected daily at dismissal.
- Timeframe
- By the annual IEP review date
- Condition
- At dismissal or before swim or water play, with the device case and drying kit in the student's bag
- Behavior
- The student will take off the device, open the battery door or turn it off, and place it in the drying kit
- Criteria
- Performing all 5 steps independently, on 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily at dismissal
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 at dismissal
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at dismissal or before swim or water play, with the device case and drying kit in the student's bag, the student will take off the device, open the battery door or turn it off, and place it in the drying kit, performing all 5 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected daily at dismissal.
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. Take the device off by the body, not the earmold tubing or cable | ||||||||
| 2. Open the battery door or turn the device off | ||||||||
| 3. Wipe the earmold or device with the cloth | ||||||||
| 4. Place the device in the drying kit or case | ||||||||
| 5. Close the lid and put the kit in its place | ||||||||
| 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.