Goals

When documenting Assistive Technology on the goal pages of an IEP, the team should first develop the goal that the student needs to accomplish in the upcoming year. If the student requires Assistive Technology to achieve this goal, it should be documented in the Present Level of Academic Achievement and Functional Performance. The statement should outline the Environment, Tool, & Task that is being performed.

The IEP team must always remember that AT is not the GOAL it is a way to achieve the goal!

Please take a look at the following examples to help assist the team in documenting the use of assistive technology in the Goals/Objectives section of the IEP:

Example of an objective that is NOT student performance:

1. Objective: The teaching assistant will check the operation of the FM system daily.

The following are examples of AT and modifications that may be included in the goals and objectives of the IEP.

2. Example for physical access: Goal: Using his power wheelchair, Tom will independently maneuver around the school and classroom environments to get to classes within the allotted class change time of 5 minutes, being late no more than 5 times per week, by the end of second semester. Objective: Using his power wheelchair and with verbal prompts as needed, Tom will maneuver around the school and classroom environments during class change and arrive at the next class within an 8-minute timeframe, by the end of the first semester.

3. Example for reading: Goal: Using Braille text, Jeannie will independently read subject-matter assignments and answer 10 questions related the text content with 80% accuracy, by May 30. Objective: By December 31, Jeannie will answer 3 out of 5 questions accurately as related to the text content with the use of Braille text. She may reference the text as needed to answer the questions.

4. Example for augmentative communication: Goal: Sarah will produce 3-5 word sentences or phrases using her dynamic display communication device to participate in a three-turn conversational exchange at least once a day, 4 out of 5 days per week, by the end of the second nine weeks. Objective: Using her dynamic display communication device, Sarah will initiate at least one social greeting with a classmate daily, by the end of the first nine weeks.

5. Example for reading goal: Goal: Melissa will turn the pages of an electronic book using her switch and switch interface device. She will listen to the audio text on each page before advancing to the next page, in 8 out of 10 pages, by end of the school year. Objective: With an audio “turn the page” prompt, Melissa will turn the pages of an electronic book using a switch and switch interface device and listen to the audio text on each page before advancing to the next page, in 4 out of 10 pages, by the end of the third nine weeks.

6. Example of an objective for written communication: Goal: Jon will use an electronic graphic organizer to write an opening topic, a closing, and three supporting detail sentences to construct a five-sentence paragraph, by the end of the first semester. Objective: Given five sentences in an electronic graphic organizer, Jon will identify and arrange the opening topic, the closing, and three supporting detail sentences to create a paragraph, by the end of the first six weeks of school.

7. Example of writing/spelling objective: Goal: Carol will compose and submit a final product of a persuasive essay after completing evidence of all editing steps of the writing process and using a talking word processor with word prediction and spelling and 98 grammar check, with fewer than 10 errors in grammar and spelling, by the end of the school year. Objective: Using a talking word processor with word prediction software, Carol will select a grammatically accurate word after identifying and typing the initial letter of the word to construct a paragraph with fewer than two errors, 4 out of 5 trials, by the end of December.

Examples on this website: https://www.ocali.org/up_doc/AT_Resource_Guide_6.pdf