Log out and put the device away
When to use this goal
For young students who leave apps open, walk away from a signed-in tablet, or put devices back uncharged. Present levels in following a picture routine decide fit; device sign-in itself is covered by the school-independence template.
- Baseline
- Observe five end-of-session routines and mark each step independent or prompted. Logging out is usually the first step skipped; note whether the app makes it easy to find.
- Tips
- Logging out is the first habit of account safety and keeps others from using the student's account. Use photos of the student's own device and cart. The same routine works for shared library or lab computers.
- Limits
- Covers the end of a session only. Devices and apps differ in where the log-out button is; teach on the student's actual device.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-dig-001.
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Goal
By the annual IEP review date, at the end of a tablet or laptop work session when the adult gives the clean-up signal, the student will finish the end-of-session device routine before leaving the station, performing at least 5 of 6 steps independently, across 5 consecutive device sessions, as measured by a task-analysis checklist collected daily, summarized 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 Digital Literacy & Online Safety.
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
- Science, Social Studies & Digital Literacy - Digital Literacy & Online Safety
- Baseline
- 2 of 6 steps independently.
- Annual goal367 characters
- By the annual IEP review date, at the end of a tablet or laptop work session when the adult gives the clean-up signal, the student will finish the end-of-session device routine before leaving the station, performing at least 5 of 6 steps independently, across 5 consecutive device sessions, as measured by a task-analysis checklist collected daily, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- At the end of a tablet or laptop work session when the adult gives the clean-up signal
- Behavior
- The student will finish the end-of-session device routine before leaving the station
- Criteria
- Performing at least 5 of 6 steps independently, across 5 consecutive device sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily, summarized 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 at least 5 of 6 steps independently
- Mastery rule:
- across 5 consecutive device sessions
- Collection schedule:
- daily, summarized weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the end of a tablet or laptop work session when the adult gives the clean-up signal, the student will finish the end-of-session device routine before leaving the station, performing at least 5 of 6 steps independently, across 5 consecutive device sessions, as measured by a task-analysis checklist collected daily, summarized 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. Save or finish the activity on the screen | ||||||||
| 2. Close the open app or tab | ||||||||
| 3. Tap or click log out | ||||||||
| 4. Close the lid or press the power button to sleep | ||||||||
| 5. Carry the device with two hands to its numbered spot | ||||||||
| 6. Plug in the charger | ||||||||
| 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 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.