Format a document with a title and paragraphs
When to use this goal
For students who type their work but turn it in without the formatting teachers require (title, name, spacing, paragraphs). Present levels in word processing decide fit.
- Baseline
- Review three recent typed assignments and mark each step against the teacher's requirements.
- Tips
- Use the requirements teachers actually set. A saved template document can be a support to fade.
- Limits
- Word processors differ; steps may change by program.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-key-014.
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Goal
By the annual IEP review date, given a typed draft and the teacher's formatting requirements, the student will add the heading and title, set the font and spacing, indent paragraphs, and save the document, performing all 7 steps independently, on 4 consecutive typed assignments, as measured by a task-analysis checklist collected with each typed assignment.
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 Keyboarding & Computer Access.
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
- Vision, Hearing & Assistive Technology - Keyboarding & Computer Access
- Baseline
- 2 of 7 steps independently.
- Annual goal358 characters
- By the annual IEP review date, given a typed draft and the teacher's formatting requirements, the student will add the heading and title, set the font and spacing, indent paragraphs, and save the document, performing all 7 steps independently, on 4 consecutive typed assignments, as measured by a task-analysis checklist collected with each typed assignment.
- Timeframe
- By the annual IEP review date
- Condition
- Given a typed draft and the teacher's formatting requirements
- Behavior
- The student will add the heading and title, set the font and spacing, indent paragraphs, and save the document
- Criteria
- Performing all 7 steps independently, on 4 consecutive typed assignments
- Evaluation method
- A task-analysis checklist
- Schedule
- With each typed assignment
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 all 7 steps independently
- Mastery rule:
- on 4 consecutive typed assignments
- Collection schedule:
- with each typed assignment
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a typed draft and the teacher's formatting requirements, the student will add the heading and title, set the font and spacing, indent paragraphs, and save the document, performing all 7 steps independently, on 4 consecutive typed assignments, as measured by a task-analysis checklist collected with each typed assignment.
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. Type the heading with name, date, and class | ||||||||
| 2. Type and center the title | ||||||||
| 3. Set the required font and size | ||||||||
| 4. Set the line spacing | ||||||||
| 5. Start each paragraph with an indent or a blank line as required | ||||||||
| 6. Check the spelling with the spell checker | ||||||||
| 7. Save the file with the assignment name | ||||||||
| 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: 7 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.