Use a laptop to complete written assignments in class
When to use this goal
For students who have a device as an accommodation but do not get it out, cannot open the right document, or hand write anyway and run out of time. Base the choice on observation of how often the device is actually used for written work.
- Baseline
- List the written assignments over two weeks and record for each whether the device was used, whether a prompt was needed, and whether the work was turned in. Ask the student why the device was skipped; the answers (embarrassment, login problems, no charger) decide the supports.
- Tips
- Solve logistics first: charging, login, file naming, and how to turn in work. A visible checklist in the laptop case often removes the need for prompts. For older students, talk about when they prefer to hand write and respect short tasks done by hand.
- Limits
- Measures device use, not the quality or length of writing; add a written expression goal if needed. Assignments vary in length and type, so count only those the team agreed the device applies to.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-hw-019.
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Goal
By the annual IEP review date, when a written assignment of more than one paragraph is given in class, the student will get the laptop, open a document, type the assignment, and submit or print it within the class period independently in at least 4 of 5 opportunities, across 3 consecutive biweekly reviews, as measured by direct observation collected every two weeks, reviewing the last five written assignments.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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 Handwriting.
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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Handwriting
- Baseline
- 1 of 5 opportunities.
- Annual goal413 characters
- By the annual IEP review date, when a written assignment of more than one paragraph is given in class, the student will get the laptop, open a document, type the assignment, and submit or print it within the class period independently in at least 4 of 5 opportunities, across 3 consecutive biweekly reviews, as measured by direct observation collected every two weeks, reviewing the last five written assignments.
- Timeframe
- By the annual IEP review date
- Condition
- When a written assignment of more than one paragraph is given in class
- Behavior
- The student will get the laptop, open a document, type the assignment, and submit or print it within the class period independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive biweekly reviews
- Evaluation method
- Direct observation
- Schedule
- Every two weeks, reviewing the last five written assignments
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive biweekly reviews
- Collection schedule:
- every two weeks, reviewing the last five written assignments
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a written assignment of more than one paragraph is given in class, the student will get the laptop, open a document, type the assignment, and submit or print it within the class period independently in at least 4 of 5 opportunities, across 3 consecutive biweekly reviews, as measured by direct observation collected every two weeks, reviewing the last five written assignments.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.