Scan and email documents for an office
When to use this goal
For students in office placements who can use email and are ready to scan paper documents and send them as requested. Present levels in device use decide whether a picture guide to the scanner is used.
- Baseline
- Observe the routine on at least 3 shifts before setting a target. Mark each step as independent (no supervisor 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
- Use non-confidential documents for practice. Teach the student to double-check the email address before sending.
- Limits
- Office systems differ. Does not measure speed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-044.
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Goal
By the annual IEP review date, given a scan request with the documents and the recipient's email address, the student will scan the documents, name the file as requested and email or save it to the right place, performing at least 6 of 7 steps independently, on 3 consecutive scan requests, as measured by a task-analysis checklist collected at each scan request, 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 Vocational & Work Readiness.
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
- Transition & Postsecondary Skills - Vocational & Work Readiness
- Baseline
- 2 of 7 steps independently.
- Annual goal380 characters
- By the annual IEP review date, given a scan request with the documents and the recipient's email address, the student will scan the documents, name the file as requested and email or save it to the right place, performing at least 6 of 7 steps independently, on 3 consecutive scan requests, as measured by a task-analysis checklist collected at each scan request, at least weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a scan request with the documents and the recipient's email address
- Behavior
- The student will scan the documents, name the file as requested and email or save it to the right place
- Criteria
- Performing at least 6 of 7 steps independently, on 3 consecutive scan requests
- Evaluation method
- A task-analysis checklist
- Schedule
- At each scan request, 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:
- on 3 consecutive scan requests
- Collection schedule:
- at each scan request, at least weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a scan request with the documents and the recipient's email address, the student will scan the documents, name the file as requested and email or save it to the right place, performing at least 6 of 7 steps independently, on 3 consecutive scan requests, as measured by a task-analysis checklist collected at each scan request, 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. Reads the request: what to scan, file name and where it goes | ||||||||
| 2. Places the pages in the scanner in order | ||||||||
| 3. Chooses the scan settings | ||||||||
| 4. Checks the scan for missing or crooked pages | ||||||||
| 5. Names the file as requested | ||||||||
| 6. Emails or saves the file to the right place | ||||||||
| 7. Tells the requester the job is done and returns the originals | ||||||||
| 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.