Assistive Technology Use IEP goals

Sample assistive technology use goals

Numbers are illustrative; set targets from the student's own baseline (how templates are made).

• K-2, 3-5Task-analysis steps

  Open a digital book and start read-aloud

  Text-to-speech: opening a digital book

  By the annual IEP review date, during independent reading time, given a tablet with a digital library app and the student's login, the student will log in, find the assigned book, open it, and turn on read-aloud with word highlighting, performing at least 6 of 7 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.

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• K-2, 3-5Opportunities

  Press a switch to make something happen

  Switch access: cause and effect

  By the annual IEP review date, given a switch placed at the body site chosen by the OT, connected to a computer or tablet cause-and-effect activity, the student will press the switch to start the activity and press again when it stops independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each session.

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• K-2, 3-5Percent accuracy

  Dictate a journal sentence with voice typing

  Speech-to-text: early dictation

  By the annual IEP review date, during journal writing, given a tablet with voice typing turned on and a picture prompt, the student will press the microphone, say a sentence clearly in phrases, stop the microphone, and check the words on the screen independently with at least 85% accuracy on dictated words transcribed as intended, in 3 of 4 consecutive weekly writing samples, as measured by work-sample analysis collected weekly.

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• K-2Opportunities

  Choose words from a picture word bank

  Word banks and early word prediction

  By the annual IEP review date, during a writing task on a tablet or computer, with an on-screen picture word bank for the topic, the student will type the first letter or open the word bank and choose the word they want independently in at least 6 of 8 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.

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• K-2Task-analysis steps

  Log in and open an assigned learning app

  Logging in and opening apps

  By the annual IEP review date, at the start of a center or independent work time, given the student's school device and login card, the student will turn on the device, log in, open the assigned app, and get to the first activity, performing all 5 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.

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• K-2, 3-5Percent accuracy

  Select answers through a keyguard

  Touch screen with a keyguard

  By the annual IEP review date, given a tablet with a keyguard and touch accommodations set, during a learning app activity with 4 to 6 answer buttons, the student will touch the chosen answer button once through the keyguard independently with at least 90% accuracy on intended buttons selected, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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• 3-5, 6-8Percent accuracy

  Use text-to-speech to read grade-level text

  Text-to-speech for grade-level text

  By the annual IEP review date, given a grade-level science or social studies passage in a digital format with text-to-speech and 5 comprehension questions, the student will use text-to-speech to read the passage, rereading parts as needed, and answer the questions independently with at least 80% accuracy on comprehension questions, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.

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• 3-5, 6-8Task-analysis steps

  Set text-to-speech speed, voice, and highlighting

  Text-to-speech setup

  By the annual IEP review date, at the start of a reading assignment on the school device with the text-to-speech toolbar, the student will open the text-to-speech settings and set the voice, speed, and highlighting they prefer, then test on a line of text, performing all 6 steps independently, on 3 consecutive setups, as measured by a task-analysis checklist collected weekly.

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• 3-5, 6-8Work completion

  Complete writing assignments with speech-to-text

  Speech-to-text for assignments

  By the annual IEP review date, during class writing assignments, given a device with speech-to-text and a quiet spot or headset microphone, the student will draft the assignment with speech-to-text, read or listen back, fix errors, and turn it in independently, completing at least 85% of assigned writing assignments, across 4 consecutive weeks, as measured by work-sample analysis collected weekly.

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• 3-5, 6-8Percent accuracy

  Fix dictation errors with voice commands

  Editing dictated text

  By the annual IEP review date, given a dictated paragraph of their own with recognition and punctuation errors, the student will listen back or reread the draft and fix each error with voice commands or the keyboard independently with at least 80% accuracy on dictation errors corrected, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.

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• 3-5, 6-8Percent accuracy

  Write sentences with word prediction

  Word prediction

  By the annual IEP review date, during a typed writing task, given word prediction with speech on the word list, the student will type the first letters of each hard word, listen to or read the prediction list, and choose the right word independently with at least 90% accuracy on words spelled correctly in the final draft, in 3 of 4 consecutive biweekly writing samples, as measured by work-sample analysis collected every two weeks.

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• 3-5, 6-8Work completion

  Plan writing in a digital graphic organizer

  Digital graphic organizers

  By the annual IEP review date, during the planning stage of a writing assignment, given a digital graphic organizer template, the student will fill in the digital organizer with a main idea and supporting details and move it into a draft independently, completing at least 85% of assigned planning organizers, across 4 consecutive weeks, as measured by work-sample analysis collected weekly.

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