Use a tablet picture schedule through the morning
When to use this goal
For students who follow a paper picture schedule with adult help and whose team has chosen a tablet schedule app because it travels with the student or speaks each step. Base the choice on present levels in tablet use and picture matching; the app is a tool, so the goal measures moving through the schedule.
- Baseline
- Observe the routine on at least 3 typical days before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Score each activity change in the morning as one run through the steps and use the median run for the day, so a single hard change does not decide the baseline.
- Tips
- Load the same photos the student already knows from the paper schedule so only the tool changes. Turn off notifications and other apps with a guided-access or kiosk setting. Keep a paper backup for days the tablet is charging or broken.
- Limits
- A tablet that is lost, uncharged, or locked ends the routine; plan for that. Does not measure whether the student does the activity once there; pair with an engagement goal if needed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-rt-025.
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Goal
By the annual IEP review date, during the morning block, given a tablet schedule app showing photos of each activity with audio labels, the student will check the tablet schedule, go to the activity shown, and mark it done before the next change, performing at least 5 of 6 steps independently, on 3 of 4 consecutive observed mornings, as measured by a task-analysis checklist collected two mornings per week, scoring every activity change.
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 Functional Routines.
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
- Functional & Independence Skills - Functional Routines
- Baseline
- 2 of 6 steps independently.
- Annual goal440 characters
- By the annual IEP review date, during the morning block, given a tablet schedule app showing photos of each activity with audio labels, the student will check the tablet schedule, go to the activity shown, and mark it done before the next change, performing at least 5 of 6 steps independently, on 3 of 4 consecutive observed mornings, as measured by a task-analysis checklist collected two mornings per week, scoring every activity change.
- Timeframe
- By the annual IEP review date
- Condition
- During the morning block, given a tablet schedule app showing photos of each activity with audio labels
- Behavior
- The student will check the tablet schedule, go to the activity shown, and mark it done before the next change
- Criteria
- Performing at least 5 of 6 steps independently, on 3 of 4 consecutive observed mornings
- Evaluation method
- A task-analysis checklist
- Schedule
- Two mornings per week, scoring every activity change
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:
- on 3 of 4 consecutive observed mornings
- Collection schedule:
- two mornings per week, scoring every activity change
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during the morning block, given a tablet schedule app showing photos of each activity with audio labels, the student will check the tablet schedule, go to the activity shown, and mark it done before the next change, performing at least 5 of 6 steps independently, on 3 of 4 consecutive observed mornings, as measured by a task-analysis checklist collected two mornings per week, scoring every activity change.
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. Picks up or unlocks the tablet when the chime or class signal sounds | ||||||||
| 2. Finds the current activity on the schedule screen | ||||||||
| 3. Taps the photo to hear the activity name, or reads it | ||||||||
| 4. Goes to the place shown for that activity | ||||||||
| 5. Marks the activity done on the screen when it ends | ||||||||
| 6. Puts the tablet back in its case or spot | ||||||||
| 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.