Print a document in the media center
When to use this goal
For students who finish typed work but cannot get it printed, so it is turned in late or not at all. Present levels in device use and reading short screen menus decide fit. Steps follow the school's print system.
- 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.
- Tips
- Print systems differ by school; write the card for the real one. Teach what to do when the printer jams (tell staff). The public library version builds a community skill.
- Limits
- Many classes now submit online; check that printing is still needed. Print quotas or fees may apply in community settings.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-si-031.
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Goal
By the annual IEP review date, when an assignment must be printed, using a media center computer and printer, the student will send the document to the correct printer, release the print job, and collect the pages, performing at least 6 of 7 steps independently, across 4 consecutive print tasks, as measured by a task-analysis checklist collected at each printing task, at least weekly.
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 School-Related Independence.
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 - School-Related Independence
- Baseline
- 2 of 7 steps independently.
- Annual goal387 characters
- By the annual IEP review date, when an assignment must be printed, using a media center computer and printer, the student will send the document to the correct printer, release the print job, and collect the pages, performing at least 6 of 7 steps independently, across 4 consecutive print tasks, as measured by a task-analysis checklist collected at each printing task, at least weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When an assignment must be printed, using a media center computer and printer
- Behavior
- The student will send the document to the correct printer, release the print job, and collect the pages
- Criteria
- Performing at least 6 of 7 steps independently, across 4 consecutive print tasks
- Evaluation method
- A task-analysis checklist
- Schedule
- At each printing task, at least 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 6 of 7 steps independently
- Mastery rule:
- across 4 consecutive print tasks
- Collection schedule:
- at each printing task, at least weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when an assignment must be printed, using a media center computer and printer, the student will send the document to the correct printer, release the print job, and collect the pages, performing at least 6 of 7 steps independently, across 4 consecutive print tasks, as measured by a task-analysis checklist collected at each printing task, at least 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. Opens the document and checks it is the final version | ||||||||
| 2. Selects Print and chooses the correct printer | ||||||||
| 3. Sets the number of copies | ||||||||
| 4. Sends the print job | ||||||||
| 5. Releases the job at the printer with the student ID or code if needed | ||||||||
| 6. Collects the pages and checks the page count | ||||||||
| 7. Logs out of the computer | ||||||||
| 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.