Turn on sticky keys and other keyboard settings
When to use this goal
For students with motor needs who press keys twice, cannot hold two keys at once, or need key repeat slowed. Present levels from OT and AT assessment decide which settings help.
- Baseline
- Ask the student to set up a reset device and mark each step. Confirm which settings the OT and AT specialist recommend.
- Tips
- Setting up any computer is important for testing rooms and jobs. Ask IT to allow these settings on school devices.
- Limits
- Settings differ by operating system.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-key-019.
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Goal
By the annual IEP review date, given a school device with keyboard accessibility settings and the student's list of preferred settings, the student will open the keyboard accessibility settings, turn on the ones they use, and test them, performing all 5 steps independently, on 3 consecutive device setups, as measured by a task-analysis checklist collected monthly.
Baseline: 1 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 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
- 1 of 5 steps independently.
- Annual goal366 characters
- By the annual IEP review date, given a school device with keyboard accessibility settings and the student's list of preferred settings, the student will open the keyboard accessibility settings, turn on the ones they use, and test them, performing all 5 steps independently, on 3 consecutive device setups, as measured by a task-analysis checklist collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a school device with keyboard accessibility settings and the student's list of preferred settings
- Behavior
- The student will open the keyboard accessibility settings, turn on the ones they use, and test them
- Criteria
- Performing all 5 steps independently, on 3 consecutive device setups
- Evaluation method
- A task-analysis checklist
- Schedule
- Monthly
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 3 consecutive device setups
- Collection schedule:
- monthly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a school device with keyboard accessibility settings and the student's list of preferred settings, the student will open the keyboard accessibility settings, turn on the ones they use, and test them, performing all 5 steps independently, on 3 consecutive device setups, as measured by a task-analysis checklist collected monthly.
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 accessibility settings | ||||||||
| 2. Find the keyboard section | ||||||||
| 3. Turn on sticky keys if used | ||||||||
| 4. Adjust slow keys or key repeat if used | ||||||||
| 5. Test by typing a capital letter and a shortcut | ||||||||
| 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.