Get a broken school device fixed
When to use this goal
For students who stop working when a school laptop or tablet breaks, will not charge, or loses its connection, and wait for a teacher to handle it. Present levels in describing a problem and in using the help desk procedure decide fit.
- Baseline
- Use real problems and 2 or 3 practice problems set up with the tech staff. Score each step done without a prompt; the help desk can confirm the description.
- Tips
- A short problem card (no power, no internet, broken screen, forgot password) helps students describe the issue. Coordinate with tech staff so they let the student explain. The skill carries to workplace IT help.
- Limits
- Problems are irregular; practice fills gaps. Students should never be expected to fix hardware themselves.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-si-035.
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Goal
By the annual IEP review date, when the student's school device stops working, with a help desk in the library or office, the student will take the device to the help desk, describe the problem, and get a loaner or a fix, performing at least 5 of 6 steps independently, across 3 consecutive real or practice problems, as measured by a task-analysis checklist collected at each device problem or monthly practice.
Baseline: 1 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 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
- 1 of 6 steps independently.
- Annual goal412 characters
- By the annual IEP review date, when the student's school device stops working, with a help desk in the library or office, the student will take the device to the help desk, describe the problem, and get a loaner or a fix, performing at least 5 of 6 steps independently, across 3 consecutive real or practice problems, as measured by a task-analysis checklist collected at each device problem or monthly practice.
- Timeframe
- By the annual IEP review date
- Condition
- When the student's school device stops working, with a help desk in the library or office
- Behavior
- The student will take the device to the help desk, describe the problem, and get a loaner or a fix
- Criteria
- Performing at least 5 of 6 steps independently, across 3 consecutive real or practice problems
- Evaluation method
- A task-analysis checklist
- Schedule
- At each device problem or monthly practice
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 3 consecutive real or practice problems
- Collection schedule:
- at each device problem or monthly practice
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the student's school device stops working, with a help desk in the library or office, the student will take the device to the help desk, describe the problem, and get a loaner or a fix, performing at least 5 of 6 steps independently, across 3 consecutive real or practice problems, as measured by a task-analysis checklist collected at each device problem or monthly practice.
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. Tries the first fix on the card (restart, check the charger, check Wi-Fi) | ||||||||
| 2. Tells the teacher the device is not working | ||||||||
| 3. Takes the device and charger to the help desk with a pass, or opens a help ticket | ||||||||
| 4. Describes the problem (what happened and when) | ||||||||
| 5. Gets a loaner device or a ticket number | ||||||||
| 6. Signs in on the loaner and returns to work | ||||||||
| 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.