Set up the device at a workstation
When to use this goal
For older students who move between classes, job sites, and community settings and who depend on staff to mount, position, and power the device each time. Steps are adjusted for physical ability; a step the student directs someone else to do counts as done by the student. Base the choice on transition needs and an access review.
- Baseline
- Observe set-up in at least two settings and mark each step as done independently, done with a prompt, directed to a helper, or done by staff without the student's direction. Ask the student which steps are hard and which they would rather direct.
- Tips
- Score each step independent when the student does it or directs a helper to do it without a prompt. Directing is a real adult skill and counts. Keep a step card on the case for new staff. Link with sl-aac-019 for daily charging and with transition goals for work-site routines.
- Limits
- Mounts differ across settings, so steps may need adjusting for each site. The checklist does not show whether the student then communicates at the site; pair with a communication goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-032.
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Goal
By the annual IEP review date, when arriving at a new class, job site, or community location with the device in its case, the student will complete the device set-up steps so the device is ready to speak within reach, performing at least 6 of 7 steps independently, on 3 of 4 consecutive observed days, as measured by a task-analysis checklist collected twice weekly at arrival.
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 AAC & Augmentative Communication.
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
- Speech & Language - AAC & Augmentative Communication
- Baseline
- 2 of 7 steps independently.
- Annual goal378 characters
- By the annual IEP review date, when arriving at a new class, job site, or community location with the device in its case, the student will complete the device set-up steps so the device is ready to speak within reach, performing at least 6 of 7 steps independently, on 3 of 4 consecutive observed days, as measured by a task-analysis checklist collected twice weekly at arrival.
- Timeframe
- By the annual IEP review date
- Condition
- When arriving at a new class, job site, or community location with the device in its case
- Behavior
- The student will complete the device set-up steps so the device is ready to speak within reach
- Criteria
- Performing at least 6 of 7 steps independently, on 3 of 4 consecutive observed days
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly at arrival
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 of 4 consecutive observed days
- Collection schedule:
- twice weekly at arrival
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when arriving at a new class, job site, or community location with the device in its case, the student will complete the device set-up steps so the device is ready to speak within reach, performing at least 6 of 7 steps independently, on 3 of 4 consecutive observed days, as measured by a task-analysis checklist collected twice weekly at arrival.
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. Take the device and mount out of the case | ||||||||
| 2. Attach the mount to the table, chair, or wheelchair | ||||||||
| 3. Place the device on the mount within reach of the access point | ||||||||
| 4. Turn the device on | ||||||||
| 5. Check the battery level and plug in if below the agreed level | ||||||||
| 6. Set the volume for the setting | ||||||||
| 7. Open the vocabulary page for the activity | ||||||||
| 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.