Set large text and contrast on a device
When to use this goal
For students with low vision who use school laptops, tablets, or phones and need to set their own display settings, including on new or shared devices. Present levels in device menus decide fit.
- Baseline
- Ask the student to set up a reset device and mark each step. Write down the settings they choose so they can repeat them.
- Tips
- Settings differ across operating systems; teach the ones on devices the student uses. Being able to set up any computer matters for testing rooms and later jobs.
- Limits
- Some school devices lock settings; ask IT to allow accessibility changes. The template does not measure task performance with the settings.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-lv-018.
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Goal
By the annual IEP review date, given a new or reset school device and the student's list of preferred settings, the student will open the accessibility settings and set text size, contrast, cursor size, and zoom to their preferences, performing all 6 steps independently, on 3 consecutive device setups, as measured by a task-analysis checklist collected monthly and whenever a device is replaced.
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 Low Vision & Visual Efficiency.
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 - Low Vision & Visual Efficiency
- Baseline
- 2 of 6 steps independently.
- Annual goal397 characters
- By the annual IEP review date, given a new or reset school device and the student's list of preferred settings, the student will open the accessibility settings and set text size, contrast, cursor size, and zoom to their preferences, performing all 6 steps independently, on 3 consecutive device setups, as measured by a task-analysis checklist collected monthly and whenever a device is replaced.
- Timeframe
- By the annual IEP review date
- Condition
- Given a new or reset school device and the student's list of preferred settings
- Behavior
- The student will open the accessibility settings and set text size, contrast, cursor size, and zoom to their preferences
- Criteria
- Performing all 6 steps independently, on 3 consecutive device setups
- Evaluation method
- A task-analysis checklist
- Schedule
- Monthly and whenever a device is replaced
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 3 consecutive device setups
- Collection schedule:
- monthly and whenever a device is replaced
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a new or reset school device and the student's list of preferred settings, the student will open the accessibility settings and set text size, contrast, cursor size, and zoom to their preferences, performing all 6 steps independently, on 3 consecutive device setups, as measured by a task-analysis checklist collected monthly and whenever a device is replaced.
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 device's accessibility settings | ||||||||
| 2. Set the text or display size | ||||||||
| 3. Turn on high contrast, dark mode, or color inversion if preferred | ||||||||
| 4. Enlarge the mouse pointer or cursor | ||||||||
| 5. Turn on the zoom shortcut | ||||||||
| 6. Check the settings on an open document and adjust | ||||||||
| 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.