Join a video class with the mic muted
When to use this goal
For students in virtual or hybrid classes who join late, leave the mic on, or cannot find the chat or raise-hand button. Present levels in opening a link and clicking icons decide fit.
- Baseline
- Observe two or three video sessions, from the teacher's view, and mark each step. Some steps (chat) only happen if the teacher asks; score them done if not needed.
- Tips
- Camera rules should respect privacy at home; follow the school's policy. Families may help with the first steps, which the data should note. The same skills apply to telehealth and video job interviews later.
- Limits
- Internet problems affect performance and are not the student's skill. The checklist does not measure engagement during class.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-dig-008.
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Goal
By the annual IEP review date, at the start of a scheduled video class, given the meeting link on the learning platform, the student will join the video class on time and set up the mic, camera and hand-raise tools, performing at least 6 of 7 steps independently, across 4 consecutive video sessions, as measured by a task-analysis checklist collected at each video session.
Baseline: 2 of 7 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 7 steps independently.
- Annual goal374 characters
- By the annual IEP review date, at the start of a scheduled video class, given the meeting link on the learning platform, the student will join the video class on time and set up the mic, camera and hand-raise tools, performing at least 6 of 7 steps independently, across 4 consecutive video sessions, as measured by a task-analysis checklist collected at each video session.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of a scheduled video class, given the meeting link on the learning platform
- Behavior
- The student will join the video class on time and set up the mic, camera and hand-raise tools
- Criteria
- Performing at least 6 of 7 steps independently, across 4 consecutive video sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- At each video session
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 6 of 7 steps independently
- Mastery rule:
- across 4 consecutive video sessions
- Collection schedule:
- at each video session
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the start of a scheduled video class, given the meeting link on the learning platform, the student will join the video class on time and set up the mic, camera and hand-raise tools, performing at least 6 of 7 steps independently, across 4 consecutive video sessions, as measured by a task-analysis checklist collected at each video session.
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 meeting link from the class page by the start time | ||||||||
| 2. Join with the mic muted | ||||||||
| 3. Turn the camera on or off following the class rule | ||||||||
| 4. Find the raise-hand button | ||||||||
| 5. Unmute to speak when called on, then mute again | ||||||||
| 6. Use the chat to answer or ask when the teacher asks for chat | ||||||||
| 7. Leave the meeting when the teacher ends class | ||||||||
| 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 7).
- 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.