Charge devices and carry spare supplies
When to use this goal
For students who use rechargeable or battery hearing devices and still depend on adults to keep them charged and stocked. Present levels in daily organization decide fit.
- Baseline
- Check the student's kit and devices on three random days and ask about the night routine. Note days a device was not charged.
- Tips
- Agree with the family on who checks what at home. This routine matters for college and work, where no adult checks.
- Limits
- Supply costs and insurance are family and agency issues. 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-022.
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Goal
By the annual IEP review date, at home each night and at school each morning, with the charger and a supply kit, the student will charge the devices overnight, pack spare batteries or a charger, and check the supply kit each week, performing all 6 steps independently, on 4 consecutive weekly checks, as measured by a task-analysis checklist collected weekly.
Baseline: 2 of 6 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 6 steps independently.
- Annual goal359 characters
- By the annual IEP review date, at home each night and at school each morning, with the charger and a supply kit, the student will charge the devices overnight, pack spare batteries or a charger, and check the supply kit each week, performing all 6 steps independently, on 4 consecutive weekly checks, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- At home each night and at school each morning, with the charger and a supply kit
- Behavior
- The student will charge the devices overnight, pack spare batteries or a charger, and check the supply kit each week
- Criteria
- Performing all 6 steps independently, on 4 consecutive weekly checks
- Evaluation method
- A task-analysis checklist
- Schedule
- 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 all 6 steps independently
- Mastery rule:
- on 4 consecutive weekly checks
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at home each night and at school each morning, with the charger and a supply kit, the student will charge the devices overnight, pack spare batteries or a charger, and check the supply kit each week, performing all 6 steps independently, on 4 consecutive weekly checks, as measured by a task-analysis checklist collected 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. Place devices on the charger at night | ||||||||
| 2. Pack the devices and charger or spare batteries in the morning | ||||||||
| 3. Keep spare batteries, a cleaning cloth, and a spare part in a school kit | ||||||||
| 4. Check the kit each week and list anything low | ||||||||
| 5. Tell the family or teacher of the deaf when supplies are low | ||||||||
| 6. Pack extra supplies before trips | ||||||||
| 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: 6 of 6).
- 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.