AT and Goals

Setting students up for success with an IEP goal is essential.  I’m going to demonstrate how this is done.

Sample Goal: Johnny will initiate the set-up of his writing station 80% of the time given a chart of needed materials for each task.

The first thing that you would want to do is make a checklist of all the items needed for the writing station.  Here is an example:

Writing Station Checklist ______ pencil ______ paper ______ binder for writing on ______ desk is cleared off except for writing materials ______ writing folder

This checklist will help the student be able to be more independent when setting up the station.  The goal even lists using a chart so it would be fulfilling the goal by using this checklist.

Sample Goal: Eric will use a computer or portable word processor to complete 100% of his assignments in 10^th grade English and Civics class.

The first thing you would do would be to supply the computer or portable word processor.  The teachers for English and Civics would have to be aware that all assignments would be expected to be completed on the computer.  The teachers would be able to scan assignments for the student if they had a laptop.  They would be able to take the information that everyone in the classroom has and be able to fill out the paperwork on their computer if it was scanned in.  Teachers would be able to encourage the student to keep working on their laptop and it would be easy to monitor because every assignment turned in would be either printed or sent via email.

Sample Goal: Mary will communicate her interests and needs in three or more environments/situations using a single message voice output device.

For a single message output device, I would use a button.  They are usually large and easy for a child to notice.  Each time you would want to include Mary in a conversation, you would program the button to say what is needed.  If you were trying to have Mary respond yes to a question, you would program the button to say yes.  Then the teacher would ask a question where Mary would be able to respond yes to by hitting the button.

Sample Goal: Sarah will interact with others in the school environment in four out of five opportunities to indicate her preferences and needs using output devices and eye gaze strategies.

This would be a great time to use a button device.  It could be programed to say what you would like it to say.  When the teacher is asking questions to utilize the eye gazing strategies, she would hold 2 pictures up with some space in between them so it would give Sarah the opportunity to move her eyes to the correct picture.

Sample Goal: Brandon will select activities and interact with peers/adults within those activities four out of five times when provided with voice output devices.

This would be a scenario where you would have to have a device that has more than one button to provide the opportunity of selecting the activities.  It could be two buttons and each button would have an activity as the output message and Brandon would have to pick from the two activities.