Type on an adapted keyboard
When to use this goal
For students with motor needs who use an adapted keyboard (large keys, keyguard, compact, or high-contrast) chosen by the OT and AT specialist. Present levels from timed typing on the adapted keyboard decide the target.
- Baseline
- Time three passages on the adapted keyboard and note fatigue and positioning. Compare with other access options if typing is very slow.
- Tips
- Low rates can still be useful with word prediction and shortcuts. Speech-to-text may fit long writing better; the team decides.
- Limits
- Typing rate varies with the text, the keyboard, and fatigue; keep these the same across probes and compare the student with their own baseline.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-key-017.
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Goal
By the annual IEP review date, given a printed passage at an easy reading level and the student's adapted keyboard, during a 3-minute timing (total divided by 3 for the per-minute rate), the student will type the passage on the adapted keyboard for three minutes independently at a rate of at least 8 correct words per minute, in 3 of 4 consecutive biweekly probes, as measured by timed probes collected every two weeks.
Baseline: 3 correct words per minute.
- 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. Rate (per minute) fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Timed probes gives rate (per minute) 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 Keyboarding & Computer Access.
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 - Keyboarding & Computer Access
- Baseline
- 3 correct words per minute.
- Annual goal420 characters
- By the annual IEP review date, given a printed passage at an easy reading level and the student's adapted keyboard, during a 3-minute timing (total divided by 3 for the per-minute rate), the student will type the passage on the adapted keyboard for three minutes independently at a rate of at least 8 correct words per minute, in 3 of 4 consecutive biweekly probes, as measured by timed probes collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a printed passage at an easy reading level and the student's adapted keyboard, during a 3-minute timing (total divided by 3 for the per-minute rate)
- Behavior
- The student will type the passage on the adapted keyboard for three minutes independently
- Criteria
- At a rate of at least 8 correct words per minute, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Timed probes
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records timing length and number correct.
Frequency & rate tracker
Rate (per minute)- Student label:
- Target:
- at a rate of at least 8 correct words per minute
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Timed probes
- Data collector:
Goal: By the annual IEP review date, given a printed passage at an easy reading level and the student's adapted keyboard, during a 3-minute timing (total divided by 3 for the per-minute rate), the student will type the passage on the adapted keyboard for three minutes independently at a rate of at least 8 correct words per minute, in 3 of 4 consecutive biweekly probes, as measured by timed probes collected every two weeks.
| Date | Probe / form | Timing (min) | # correct | # errors | Correct per minute# correct ÷ minutes | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Use the same timing length and probe type every session.
- Rate = number correct ÷ minutes timed.
- Target unit: correct words per minute.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.